individual
What campus are you from?
Daytona Beach
Authors' Class Standing
Cassandra Savukinas, Senior
Lead Presenter's Name
Cassandra Savukinas
Faculty Mentor Name
Ashley Lear
Abstract
This research will examine how aspects of an undergraduate learning environment, specifically seating choices and spatial positioning of female-presenting students, affects classroom success for female-identifying engineering students. Existing literature highlights the underrepresentation of women in engineering and gender disparities in STEM education, which persist from elementary school through higher education. Single-sex K-12 school environments report enhanced academic performance and self-esteem for female students; however, few studies explore gendered seating proximity in coeducational, male-dominated undergraduate STEM courses. Investigating how gendered seating dynamics impact components of classroom success can provide insight into improving retention and engagement for female-identifying students in engineering majors. This study will administer an IRB-approved questionnaire to undergraduate engineering students at Embry-Riddle Aeronautical University. The qualitative and quantitative data gathered from the questionnaire will elucidate attitudes and perceptions related to gendered seating proximity and classroom success for engineering students, particularly female-identifying engineering students, in undergraduate STEM courses. A pilot study conducted to revise the questionnaire indicated that nearly 60% of 12 female-identifying student respondents agreed that sitting near students of the same gender presentation increases their comfort in class, while 30.8% of female respondents agreed that it increases their participation. Over 60% of female respondents also believe the people sitting near them have at least a moderate effect on their course grades. The formal study being conducted currently will be elaborated on in the final paper. Given widespread efforts to increase the number of women in STEM and mitigate gender obstacles at higher education institutions, the findings of this research hold many practical implications. Results can help shape intentional seating strategies and classroom layouts in undergraduate STEM courses, increase faculty awareness of gendered seating dynamics, and guide educators to reconsider classroom practices to support women in STEM degrees.
Did this research project receive funding support from the Office of Undergraduate Research.
No
Investigating the Effect of Gendered Seating Proximity on Classroom Success for Female Engineering Students
This research will examine how aspects of an undergraduate learning environment, specifically seating choices and spatial positioning of female-presenting students, affects classroom success for female-identifying engineering students. Existing literature highlights the underrepresentation of women in engineering and gender disparities in STEM education, which persist from elementary school through higher education. Single-sex K-12 school environments report enhanced academic performance and self-esteem for female students; however, few studies explore gendered seating proximity in coeducational, male-dominated undergraduate STEM courses. Investigating how gendered seating dynamics impact components of classroom success can provide insight into improving retention and engagement for female-identifying students in engineering majors. This study will administer an IRB-approved questionnaire to undergraduate engineering students at Embry-Riddle Aeronautical University. The qualitative and quantitative data gathered from the questionnaire will elucidate attitudes and perceptions related to gendered seating proximity and classroom success for engineering students, particularly female-identifying engineering students, in undergraduate STEM courses. A pilot study conducted to revise the questionnaire indicated that nearly 60% of 12 female-identifying student respondents agreed that sitting near students of the same gender presentation increases their comfort in class, while 30.8% of female respondents agreed that it increases their participation. Over 60% of female respondents also believe the people sitting near them have at least a moderate effect on their course grades. The formal study being conducted currently will be elaborated on in the final paper. Given widespread efforts to increase the number of women in STEM and mitigate gender obstacles at higher education institutions, the findings of this research hold many practical implications. Results can help shape intentional seating strategies and classroom layouts in undergraduate STEM courses, increase faculty awareness of gendered seating dynamics, and guide educators to reconsider classroom practices to support women in STEM degrees.