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How we measure success makes a difference: Eight-semester persistence and graduation rates for female and male engineering students

机译：我们如何衡量成功有所不同：女性和男性工程学生八学期持久性和毕业率

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Recent research has shown that, although stereotypes prevail about women's attrition rates in undergraduate engineering, there is no gender gap in the persistence of engineering students to the eighth semester of study. How "persistence" is measured, however, is of methodological concern as we look at what constitutes success. "Persistence" is reported in the literature in various ways as approximate measures of graduation, which is the ultimate goal. To examine the relationship between measures of persistence and graduation, analyses were conducted using MIDFIELD (the Multiple-Institution Database for Investigating Engineering Longitudinal Development). The database includes student records from 75,686 first-time-in-college students matriculating in engineering at one of nine public universities in the southeastern United States. We found gender and institutional differences in the six-year graduation rates of students who persist to the eighth semester. An important result of this work is demonstrating how studying different outcomes can tell different stories about the same students: studying eight-semester persistence for aggregate populations can provide a reasonable surrogate for graduation, but may paint an overly optimistic picture at some institutions, and the study of both outcomes can provide new and valuable information about the student experience.
机译：最近的研究表明，虽然陈规定型在本科工程中的妇女的消耗率普遍存在，但工程学生持续存在性别差距到第八学期的学习。然而，如何衡量“持久性”是如何衡量方法的关注，因为我们看起来是成功的。 “持久性”在文献中以各种方式报告了毕业措施的近似目标，这是最终目标。要检查持久性和毕业措施之间的关系，使用中场进行分析（用于调查工程纵向开发的多机构数据库）进行。该数据库包括来自美国东南部九所公立大学之一的75,686名首次大学生初级学生的学生记录。我们在持续到第八学期的学生六年毕业率中发现了性别和制度差异。这项工作的一个重要结果正在展示如何学习不同的结果可以告诉不同的学生的不同故事：研究总人群的八个学期持久性可以为毕业提供合理的代理，但可能在一些机构中描绘过于乐观的画面，而且对两种结果的研究可以提供有关学生经历的新和有​​价值的信息。

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