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Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

Year 2020, Volume: 8 Issue: 4, 1373 - 1385, 15.12.2020
https://doi.org/10.17478/jegys.811344

Abstract

In Germany, the 2020 summer semester was substantially influenced by the COVID-19 pandemic. In an empirical study, we focus on female top performing students in STEM and the humanities. Of particular interest was whether the measures associated with the pandemic constitute a risk-factor for a re-traditionalization of gender roles. Before lectures or courses began, students at a full-scale university were invited to participate in an online survey. We investigated four research questions: 1) Are women underrepresented in our sample among the top performers in STEM and the humanities? Are there gender differences among top performers with regard to (2) digital readiness, (3) socio-emotional and (4) learning related variables? The sample of the study consisted of 2,849 higher education STEM and humanities students. The study took place as an online survey. In the week before the start of the official lecture period, all students enrolled at the university were invited to take part via an e-mail correspondence from the Vice President of Education (survey access link). Participation in the survey took place via the Questback platform and was activated for 10 days. The cut-off point for the ability level was set at the 95th percentile of previous university achievements. To test Q1, we performed a hierarchical loglinear analysis with posthoc Chi² tests. In research questions Q2 - Q4 two-way ANOVAs were used to test the effects of gender and subject. Results indicate equal shares of female and male students among the top performers, with women overrepresented in the humanities and men overrepresented in STEM relative to their proportion of the student population. The analysis of socio-emotional and learning-related factors showed risk factors for high performing female students such as lower self-efficacy, but no major emotional vulnerability. Overall, the data suggest that at the beginning of the COVID-19 pandemic, female top performers had still been able to compensate for the risk factors.

Thanks

Albert Ziegler suggested the topic of the article to his co-authors. All researchers in this study have the same contributions.

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Year 2020, Volume: 8 Issue: 4, 1373 - 1385, 15.12.2020
https://doi.org/10.17478/jegys.811344

Abstract

References

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  • Beckwith, J. (1983). Gender and math performance: Does biology have implications for educational policy? Journal of Education, 165(2), 158-174. doi:10.1177/002205748316500204
  • Beierlein, C., Kemper, C. J., Kovaleva, A., & Rammstedt, B. (2013). Short scale for measuring general self-efficacy beliefs (ASKU). MDA, 7(2). https://doi.org/10.12758/mda.2013.014
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  • Braun, A., März, A., Mertens, F., & Nisser, A. (2020). Rethinking education in the digital age. Retrieved from https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf
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  • Card, D. & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. PNAS, 113(48), 13678-13683. https://doi.org/10.1073/pnas.1605043113
  • Ceci, S. J., & Williams, W. M. (Eds.). (2007). Why aren't more women in science? Top researchers debate the evidence. Washington, DC: American Psychological Association. https://doi.org/10.1037/11546-000
  • Cidlinská, K. (2019). How not to scare off women: Different needs of female early-stage researchers in STEM and SSH fields and the implications for support measures. Higher Education, 78(2), 365–388. https://doi.org/10.1007/s10734-018-0347-x
  • Crawford, B. F., Snyder, K. J., & Adelson, J. L. (2019). Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory. High Ability Studies, 31(1), 43-74. https://doi.org/10.1080/13598139.2019.1568231
  • Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258-261. doi:10.1111/1467-9280.00347
  • Dai, D. & Kuo, C. C. (Eds.) (2017). Gifted education in Asia: Problems and prospects. Charlotte, NC: Information Age Publishing.
  • Delaney, J. & Devereux, P. J. (2019). It's not just for boys! Understanding gender differences in STEM. IZA paper, 12176. Retrieved from https://voxeu.org/article/understanding-gender-differences-stem
  • DiPrete, T. A. & Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. Annual Review of Sociology, 32(1), 271-297. https://doi.org/10.1146/annurev.soc.32.061604.123127
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There are 86 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Gifted Education
Authors

Albert Ziegler 0000-0002-9884-4185

Svenja Bedenlier This is me

Michaela Gläser - Zikuda This is me

Bärbel Kopp This is me

Marion Händel This is me 0000-0002-3069-5582

Publication Date December 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 4

Cite

APA Ziegler, A., Bedenlier, S., Gläser - Zikuda, M., Kopp, B., et al. (2020). Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19. Journal for the Education of Gifted Young Scientists, 8(4), 1373-1385. https://doi.org/10.17478/jegys.811344
AMA Ziegler A, Bedenlier S, Gläser - Zikuda M, Kopp B, Händel M. Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19. JEGYS. December 2020;8(4):1373-1385. doi:10.17478/jegys.811344
Chicago Ziegler, Albert, Svenja Bedenlier, Michaela Gläser - Zikuda, Bärbel Kopp, and Marion Händel. “Female Top Performers in Higher Education STEM and Humanities: Socio-Emotional Perceptions and Digital Learning-Related Characteristics During COVID-19”. Journal for the Education of Gifted Young Scientists 8, no. 4 (December 2020): 1373-85. https://doi.org/10.17478/jegys.811344.
EndNote Ziegler A, Bedenlier S, Gläser - Zikuda M, Kopp B, Händel M (December 1, 2020) Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19. Journal for the Education of Gifted Young Scientists 8 4 1373–1385.
IEEE A. Ziegler, S. Bedenlier, M. Gläser - Zikuda, B. Kopp, and M. Händel, “Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19”, JEGYS, vol. 8, no. 4, pp. 1373–1385, 2020, doi: 10.17478/jegys.811344.
ISNAD Ziegler, Albert et al. “Female Top Performers in Higher Education STEM and Humanities: Socio-Emotional Perceptions and Digital Learning-Related Characteristics During COVID-19”. Journal for the Education of Gifted Young Scientists 8/4 (December 2020), 1373-1385. https://doi.org/10.17478/jegys.811344.
JAMA Ziegler A, Bedenlier S, Gläser - Zikuda M, Kopp B, Händel M. Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19. JEGYS. 2020;8:1373–1385.
MLA Ziegler, Albert et al. “Female Top Performers in Higher Education STEM and Humanities: Socio-Emotional Perceptions and Digital Learning-Related Characteristics During COVID-19”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, 2020, pp. 1373-85, doi:10.17478/jegys.811344.
Vancouver Ziegler A, Bedenlier S, Gläser - Zikuda M, Kopp B, Händel M. Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19. JEGYS. 2020;8(4):1373-85.

Cited By

By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.