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Examining the Experiences of Female HASS Major Students in STEM General Education Courses

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Title: Examining the Experiences of Female HASS Major Students in STEM General Education Courses
Language: English
Authors: Roshini Ramachandran (ORCID 0000-0002-2559-4656), Molly S. Jacobs, Adrienne S. Lavine (ORCID 0000-0002-5580-7608), Marc Levis-Fitzgerald
Source: Journal of College Science Teaching. 2025 54(2):146-156.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Females, Womens Education, Majors (Students), STEM Education, Humanities, Art, Social Sciences, Nonmajors, Student Attitudes, Self Esteem, Student Interests, First Generation College Students, Minority Group Students, Student Experience, Student Diversity
DOI: 10.1080/0047231X.2024.2399831
ISSN: 0047-231X
1943-4898
Abstract: We explore the experiences of female humanities, arts, social science (HASS) majors taking STEM general education (GE) courses at a large, public university. Using pre- and post-course surveys, we examined how science GE courses designed for non-STEM majors impacted their attitudes toward science on nine measures, with a focus on their confidence and interest. Questions also addressed whether or not the courses met their learning objectives, and open-ended prompts provided the opportunity for participants to explain their responses. While examining the female students, we dove deeper into the learning experiences of underrepresented minority (URM) and first-generation female student subgroups. Through our analyses, we explain student-identified classroom practices that created a positive learning experience in terms of both their (1) ability to achieve course learning outcomes and (2) improving attitudes toward science, specifically in terms of interest, confidence, and the importance of understanding science. We offer data-driven suggestions to keep female students of diverse backgrounds engaged with science and reduce the achievement gap. Since this work describes a large cohort of twenty-four courses, we are able to generate a robust list of inclusive best practices for developing more equitable educational environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470534
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Roshini+Ramachandran%22">Roshini Ramachandran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2559-4656">0000-0002-2559-4656</externalLink>)<br /><searchLink fieldCode="AR" term="%22Molly+S%2E+Jacobs%22">Molly S. Jacobs</searchLink><br /><searchLink fieldCode="AR" term="%22Adrienne+S%2E+Lavine%22">Adrienne S. Lavine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5580-7608">0000-0002-5580-7608</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marc+Levis-Fitzgerald%22">Marc Levis-Fitzgerald</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Science+Teaching%22"><i>Journal of College Science Teaching</i></searchLink>. 2025 54(2):146-156.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: We explore the experiences of female humanities, arts, social science (HASS) majors taking STEM general education (GE) courses at a large, public university. Using pre- and post-course surveys, we examined how science GE courses designed for non-STEM majors impacted their attitudes toward science on nine measures, with a focus on their confidence and interest. Questions also addressed whether or not the courses met their learning objectives, and open-ended prompts provided the opportunity for participants to explain their responses. While examining the female students, we dove deeper into the learning experiences of underrepresented minority (URM) and first-generation female student subgroups. Through our analyses, we explain student-identified classroom practices that created a positive learning experience in terms of both their (1) ability to achieve course learning outcomes and (2) improving attitudes toward science, specifically in terms of interest, confidence, and the importance of understanding science. We offer data-driven suggestions to keep female students of diverse backgrounds engaged with science and reduce the achievement gap. Since this work describes a large cohort of twenty-four courses, we are able to generate a robust list of inclusive best practices for developing more equitable educational environments.
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        Value: 10.1080/0047231X.2024.2399831
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      – Text: English
    PhysicalDescription:
      Pagination:
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        StartPage: 146
    Subjects:
      – SubjectFull: Females
        Type: general
      – SubjectFull: Womens Education
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Student Interests
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