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|WWC 2022005||Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
|NCER 20072003||Encouraging Girls in Math and Science: IES Practice Guide
This NCER Practice Guide is the second in a series of IES guides in education. Developed by a panel of experts, this guide brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. The objective is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Other school personnel having direct contact with students, such as coaches, counselors, and principals may also find the guide useful. The guide offers five recommendations and indicates the quality of the evidence that supports the recommendations. Together, the recommendations make a coherent statement: To encourage girls in math and science, educators need to strengthen girls' beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skills.
|NCES 2005028||Postsecondary Participation Rates by Sex and Race/Ethnicity: 1974-2003
This Issue Brief examines participation in postsecondary education among women and men and among different racial/ethnic groups, from 1974 to 2003. Participation rates are defined here as the proportion of 18- to 24-year-olds who are enrolled in or have completed postsecondary education. Over this time period, the participation rates of young women and of young Whites outpaced that of their male and minority counterparts, so that by 2003 young women had a higher participation rate than young men (reversing the pattern in 1974) and the 1974 gaps in participation rates favoring young Whites over Hispanics grew larger. In 2003, the gender gaps in participation were not significantly different across racial/ethnic groups, nor were racial/ethnic gaps different across gender groups. Moreover, the 10-percentage point gender gap in 2003 was smaller than the racial/ethnic gaps between Whites and Blacks (15 percentage points) and between Whites and Hispanics (23 percentage points).
|NCES 2005016||Trends in Educational Equity of Girls & Women: 2004
This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences. This report serves as an update of an earlier publication, Trends in Educational Equity of Girls & Women (NCES 2000-030), which was prepared for Congress in 2000.
|NCES 2001034||Digest of Education Statistics, 2000
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.
|NCES 2000601||Entry and Persistence of Women and Minorities in College Science and Engineering Education
This study examines the gaps related to gender and race-ethnicity in entry, persistence, and attainment of postsecondary science and engineering education. The overall goal of the study was to try to determine the relative importance of variables in sustaining the gender and race-ethnicity gaps in Science and Engineering education.
|NCES 2000030||Trends in Educational Equity of Girls & Women
This report responds to a Congressional mandate to assemble a series of indicators that examine the extent to which males and females have access to the same educational opportunities. These 44 indicators looks at how males and females avail themselves equally of these opportunities, perform at the same level, succeed at the same rate, and obtain the same benefits.
|NCES 2000173||Salary, Promotion, and Tenure Status of Minority and Women Faculty in U.S. Colleges and Universities
This report examines differences among postsecondary faculty members by gender and by race/ethnicity. Comparisons were made on several human capital (e.g., education and experience) and structural (e.g., academic discipline and institution type) variables, as well as faculty outcomes (salary, tenure, and rank). A multivariate analysis of factors associated with salary was also conducted. Male faculty in this group were compared to female faculty, and comparisons were also made among four racial/ethnic groups: black, non-Hispanic; white, non-Hispanic; Hispanic; and Asian/Pacific Islander. The statistics in this report were generated from the 1993 National Study of Postsecondary Faculty (NSOPF:93).
|NCES 1999489||Directory of NAEP Publications
This 74-page directory lists all publications issued or funded by the National Center for Education Statistics that present or analyze data from the National Assessment of Educational Progress (NAEP). Since 1970, NAEP has evaluated student performance in such areas as reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. Each listing gives information for accessing the publication, through ERIC, the NCES web site, the Government Printing Office, or Ed Pubs, as appropriate.
|NCES 97982||Findings from The Condition of Education 1997: Women in Mathematics and Science
This essay is taken from The Condition of Education, 1997. It reviews the most current data on women's progress in mathematics and science achievement, attitudes, course-taking patterns, and college majors. The final section summarizes earnings differences between women and men who majored in mathematics and science in college.
|NCES 96768||Findings from The Condition of Education 1995: Number 5 - The Educational Progress of Women
Originally published in the 1995 Condition of Education. This essay pulls together statistical information from a wide range of NCES and other sources to shed light on the question of the educational progress of women.
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