| Title | Patching the leaky pipeline: Keeping first-year college women interested in science |
| Publication Type | Journal Article |
| Year of Publication | 2002 |
| Authors | Atkin, A. M., Green R, McLaughlin L |
| Journal | Journal of College Science Teaching |
| Volume | 32 |
| Pagination | 102-108 |
| Keywords | Diversity Institute Literature Review, Mentoring, Retention, Sexism, Stereotypes, Undergraduate, Women |
| Summary | A one credit, two semester orientation course was offered for women who had yet to decide a major but were interested in a STEM field as part of a larger firstyear experience program (FYP). The course included activities which emphasize selfinquiry and reflection and was designed to provide a smooth transition in the fall semester and then career and major exploration in the spring. |
| Extended Summary | Atkins, Green, and McLaughlin suggested that many women leave STEM disciplines between their first and second year. They argued that the existing gender gap in STEM results from different “precollege experiences for boys and girls rather than differences in ability.” The researchers then described how the orientation course attempted to overcome such differences by both helping women to have a realistic and optimistic picture of being female in a STEM field and equipping them with tools necessary for professional and academic success. The tools for academic success included time management skills, academic goal setting, understanding university policy and utilizing university resources. Participants were required to meet with a study group both inside and outside of class.Within a community of women interested in STEM, students explored gender issues and stereotypes. They were also given the opportunity to interact with female rolemodels. Having volunteers from the university community and guest speakers serve as role models was vital to the program’s success.The authors argue that similar programs could and should be replicated elsewhere, as much more work is needed to ensure the success of women in STEM majors and careers. One of the largest obstacles to overcome implementing a program such as this is the huge time commitments and resources needed from members of the university community. |
| Recommendations | First year female students considering STEM fields can be encouraged to pursue them with a program that emphasizes self-reflection and collaborative work. Such a program should provide opportunities for women to connect with the larger university community and beyond. Intensive individual advising is also key. |
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