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首页> 外文期刊>Journal of Construction Engineering and Management >Gender Bias and Its Impact on Self-Concept in Undergraduate and Graduate Construction Education Programs in the United States
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Gender Bias and Its Impact on Self-Concept in Undergraduate and Graduate Construction Education Programs in the United States

机译：性别偏见及其对美国本科和研究生教育课程的自我概念的影响

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摘要

Previous studies argued that gender bias has an effect on the retention of female students in male-dominated academic programs. This study examined the prevalence of gender bias in construction education programs from different sources and the impact on students' self-concept. Participants responded to a quantitative survey measuring gender bias, construction education self-concept, supportiveness of peers, and group identity. Results indicated that 87% of female students experienced gender bias in the previous year, which emanated significantly more often from male peers than from female peers, mentors or advisors, or professors. Gender bias had a direct impact on students' self-concept, as did group identity. These findings suggest that interventions attempting to curtail gender bias in construction education programs should focus on male peers as their primary target and professors as a secondary target. Strategies to build group identity likely will improve students' self-concept. This study contributes to the body of knowledge by exploring gender bias in construction degree programs and the impact of these experiences on student's self-concept, and by providing evidence-based recommendations for fostering the inclusion of women in construction-related academic programs.
机译：以前的研究认为，性别偏见对男性主导的学术课程的保留存在影响。本研究审查了来自不同来源的建筑教育计划中性别偏见的普遍存在和对学生自我概念的影响。与会者回应了衡量性别偏见的定量调查，建设教育自我概念，同行支持和团体认同。结果表明，87％的女学生在上一年中经历了性别偏见，其比男性同行更常见于男性同伴，导师或顾问或教授。性别偏见对学生的自我概念直接影响，正如团体身份一样。这些调查结果表明，试图削减建筑教育计划中性别偏见的干预措施应关注男性同行作为其主要目标和教授作为次要目标。构建集团身份的策略可能会改善学生的自我概念。这项研究通过探索建筑学位计划中的性别偏见以及这些经验对学生自我概念的影响，以及提供基于证据的建议，为培养妇女在建筑有关的学术课程中提供了基于基于妇女的基于妇女的知识。

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