Journal of Women and Minorities in Science and Engineering · 2009 · 17 citations · 0 references
EducationGender StudiesHigher EducationLatino StudiesMen's StudiesStem EducationEthnic MinoritiesEthnicity In EducationGender DifferencesRace In EducationStudent Demographics AnalysisWomen In Higher EducationEthnic Minority ExperiencesGender Disparities In StemGender In Higher EducationMinority Student AchievementRace In Higher EducationRacial Minority ExperiencesRacialized Experiences In EducationSatisfaction
Using a longitudinal sample of 229 African American, American Indian, and Latina/o college men and women in science, technology, engineering, and mathematics (STEM) majors, this study examined the factors that positively or negatively affected their academic performance and educational satisfaction. The main premise supporting this study suggested that how racial ethnic minority (REM) men and women interpret and perceive their institutions' racial/ethnic climate is important because it is related to academic and educational outcomes. Although this premise was supported, there were gender differences in college-experience variables. For example, tutoring another college student enhanced the academic performance of women but had no affect for men. As such, it is concluded that disaggregating by gender provides a better understanding of the variables that contribute to the academic performance and educational satisfaction of REM men and women in STEM majors.