Martha Cohen Barrett is a doctoral candidate in the Center for the Study of Higher and Postsecondary Education. In this paper, we present factors that have been found to influence the learning experiences of undergraduate women in science and engineering. After summarizing research findings, we suggest actions that individual faculty members can take to improve th e academic environment. While these suggestions are made with women students in mind, their implementation can result in a more positive learning climate for all students. We will look at the critical areas of classroom climate, self-confidence, and int eraction with faculty and peers.
Most faculty members are very supportive of women's presence in their courses.
Women, on the other han d, are often more hesitant than men when answering questions or sharing opinions. Below we describe specific teaching behaviors that can positively influence the classroom climate for students. Allow more time after asking a question before calling for an answer, and intervene when students are interrupted. Learn students' names and use them. Encourage non-participating students to join in discussions by actively soliciting their opinions.