No Quick Fixes

This study reports on a three-semester model project designed to assess the impact of enriched content related to Women's and Gender Studies on students enrolled in an undergraduate ecology course. The two constructs of interest were (a) students' attitudes toward women in science and society and (b) students' assessment of the classroom climate for women. The data included 398 matched pretest and posttest survey responses from a control group, a minimal enrichment group, and an increased enrichment group. Findings indicated that, although small course revisions did not influence students' attitudes toward women in science and society, such revisions had a positive influence on students' assessments of the classroom climate

Content analysis · Medical education · Social science · Sociology · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Gender Roles and Identity Studies · Medicine · Psychology · Social Psychology · Ecology

• Representation within the sport management curricula

  Open Access•Stacie Gray•Teaching in Higher Education•2024

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• Correlates of peer classroom connectedness among undergraduate women in STEM

  Open Access•Kayla A Huber, Majel R Baker et al.•Journal of Research in Science…•2023

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• Thinking She Could be the Next President”

  Open Access•Desdamona Rios, A J Stewart et al.•Psychology of Women Quarterly•2010

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• Integrating Gender into the Political Science Core Curriculum

  Open Access•Erin C Cassese, Angela L Bos et al.•PS Political Science & Politics•2012

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• Feminist methods in social research

  Shulamit Reinharz•Feminist methods in social research•1992

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• Women Scientists in America

  Margaret W Rossiter, Margaret Rossiter•Women scientists in America•1984

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• When Women Ask the Questions

  Marilyn J Boxer, Marilyn Boxer•When women ask the questions•2001

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• Stereotype Susceptibility

  Open Access•Margaret Shih, Todd L Pittinsky et al.•Psychological Science•1999

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• A short version of the Attitudes toward Women Scale (AWS)

  Open Access•Janet T Spence, Robert L Helmreich et al.•Bulletin of the Psychonomic Society•1973

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• American Association of University Women

  Lois Hayden Meek•Childhood Education•1929

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• Women, science, and technology

  Sheila M Pfafflin•American Psychologist•1984

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• The Women's Studies Experience

  Open Access•Jayne E Stake, Laurie A Roades et al.•Psychology of Women Quarterly•1994

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• The Attitudes Toward Women Scale and Attitude Change in College Students

  Open Access•Janet T Spence, Eugene D Hahn•Psychology of Women Quarterly•1997

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• Students' Quality of Experience and Perceptions of Intolerance and Bias in the Women's and Gender Studies Classroom

  Open Access•Jayne E Stake, Craig Malkin•Psychology of Women Quarterly•2003

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• The Long-Term Impact Of Women's Studies on Students' Personal Lives and Political Activism

  Open Access•Jayne E Stake, Steven Rose et al.•Psychology of Women Quarterly•1994

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• Images of occupations

  Open Access•Paul Glick, Peter Glick et al.•Sex Roles•1995

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• Changes in Attitudes Toward Women's Roles

  Open Access•Alyssa N Bryant•Sex Roles•2003

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• The Impact of Women's Studies Courses on College Students of the 1990s

  Open Access•Karen L Harris, Kari Melaas et al.•Sex Roles•1999

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• Women's Science

  Joyce Tang, M Eisenhart et al.•Contemporary Sociology A Journal…•1999

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• Classrooms as Communities

  Vincent Tinto•The Journal of Higher Education•1997

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• Women's Place in the Academy

  Mary Kay T Tetreault•The Journal of Higher Education•1986

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• Changes in Student Social Attitudes, Activism, and Personal Confidence in Higher Education

  Open Access•Jayne E Stake, Frances L Hoffmann•American Educational Research…•2001

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• Stereotype threat and the intellectual test performance of African Americans

  Claude M Steele, Catriona M Steele et al.•Journal of Personality and Social…•1995

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• A threat in the air

  Claude M Steele•American Psychologist•1997

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