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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders
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Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders

机译：对第四年级的女性，仅限男性和混合性别工程浓缩计划的比较

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The benefits and relative effectiveness of single-gender education are still unclear and more research is necessary before strong conclusions can be formed. Results of previous evaluations comparing aspects of female-only summer enrichment programs to equivalent mixed-gender programs has shown female-only programs to be particularly effective in educating young girls about engineering and positively influencing their perceptions of engineers and attitudes toward engineering as a career. Subsequent evaluations comparing single-gender vs mixed-gender programs including male-only programs had mixed results. The current study is a more rigorous examination of gains in content knowledge and takes a closer look at the issues of self-efficacy, gender equity and qualitative perceptions of engineers using the Middle School Attitudes toward Engineering and Knowledge of Engineering Careers Survey and the Draw an Engineering Test in equivalent post 4th grade female-only, male-only and mixed-gender programs. Previous evaluations included higher-grade programs with some returning students that had already participated in other program(s) so they had some prior knowledge of engineering and had possibly participated in a program of a different gender composition. In addition to comparisons among gains in content knowledge, comparisons between characteristics of students drawing from the Draw an Engineer Test and responses to the Attitudes toward Engineering and Knowledge of Engineering Careers Survey found significant differences among the three gender group programs in terms of self-efficacy and gender attribution of engineers.
机译：单重性别教育的益处和相对有效性尚不清楚，在形成强烈结论之前需要更多的研究。以前的评估结果将女性夏季浓缩计划的方面与同等的混合性别方案相比，为女性的计划表明，在教育年轻女孩和积极影响其对工程师的看法和对工程的态度方面特别有效。随后的评估比较单个性别与男性计划在内的混合性别方案进行了混合结果。目前的研究是对内容知识的收益进行了更严格的审查，并仔细看看使用中学态度对工程职业调查的工程和知识和画作的工程师的自我效力，性别股权和对工程师的性质看法的问题。工程测试在同等术后4年级女性，仅限男性和混合性别方案。以前的评估包括较高年级的方案，其中一些已经参加了其他计划的返回学生，因此他们有一些先验的工程知识，并且可能参加了不同的性别组成的计划。除了在内容知识中的收益中的比较外，学生的特点与工程师测试的特征与工程和工程职业知识态度的响应，在自我效能度方面发现了三个性别集团计划中的显着差异和工程师的性别归因。

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