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The relationship between assigned peer mentors and the retention and GPA of female and male engineering students.

机译：分配的同伴导师与男女工科学生的保留率和GPA之间的关系。

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摘要

Compared to women's overall enrollment in higher education, the number of women engineering students was low. Additionally, women were less likely than men to retain an engineering major. No one specific reason accounted for the enrollment inequity. Generally, the causes were attributed to an accumulation of barriers women face, as well as the differences between women and men.;One retention technique recommended and utilized to retain women engineering students was mentoring. Research confirmed that mentoring provided career and psychosocial benefits for women and men. Claims were made that efforts to retain women students also improved the education for men students. However, few studies examined the relationship between mentoring and the retention and success of women and men engineering students. Further, no study had examined if the benefit of a mentor could be extended to an assigned peer mentor relationship.;The objective of this dissertation study was to examine if there was a significant relationship between assigned peer mentors and the retention and GPA of female and male engineering students. This study investigated engineering students at the University of Pittsburgh (Pitt) in Pittsburgh, Pennsylvania. GPA and retention information was gathered for students without a peer mentor and for students with a peer mentor.;The results of the analysis showed no difference in retention or GPA for mentored and non-mentored male and female engineering students. Additionally, the study found no significant difference in the SAT scores of the men and women engineering students. There was a significant difference in the GPA of the women and men engineering students, with the women having higher GPA's at the end of the freshman year. Finally, in this study, there was not a significant difference in the retention of women and men engineering students. The data analysis in this study did not support the idea that women at the University of Pittsburgh were more likely to drop out of engineering.
机译：与女性的整体高等教育入学率相比，女性工科学生的数量很少。此外，与男性相比，女性留住工程专业的可能性要小。没有任何具体原因可以解释入学人数不均的问题。通常，原因是由于女性所面临的障碍的累积以及男女之间的差异所引起的。建议并利用来挽留女性工科学生的一种保留技术是指导。研究证实，指导为男女提供了职业和心理上的好处。据称，留住女学生的努力也改善了男学生的教育。但是，很少有研究探讨指导与男女工科学生的保留与成功之间的关系。此外，没有研究检查导师的利益是否可以扩展到指定的同伴导师关系。本研究的目的是研究指定的同伴导师与女性和女性的保留率和GPA之间是否存在显着关系。男工科学生。这项研究调查了宾夕法尼亚州匹兹堡的匹兹堡大学（Pitt）的工程专业学生。 GPA和保留信息是为没有同伴指导的学生和有同伴指导的学生收集的。分析结果表明，有指导和无指导的男女工程专业学生的保留或GPA没有差异。此外，该研究发现男女工科学生的SAT分数没有显着差异。男女工科学生的GPA有显着差异，大一学年末女性的GPA较高。最后，在这项研究中，工科男女生的留存率没有显着差异。这项研究中的数据分析不支持匹兹堡大学的女性更容易辍学的想法。

著录项

  • 作者

    Belknap, Kathy A.;

  • 作者单位

    University of Idaho.;

  • 授予单位 University of Idaho.;
  • 学科 Higher education.;Science education.;Womens studies.;School counseling.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 117 p.
  • 总页数 117
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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