In the US women who enter college in any of the STEM (science, technology, engineering and mathematics) disciplines exhibit greater attrition than do their male peers, a gap that continues throughout most STEM professions. Some explanations for this phenomenon relate to student preparation or academic abilities, which is collectively known as the student deficit model. My colleagues and I have proposed the course deficit model, whereby instructional decisions exacerbate or minimize gaps in performance and retention. I will offer evidence--from my own work and that of others--in support of the course deficit model, in my discussion.

 

19 Feb. 12:00-13:00. Seminar and fika/coffee combined, first come first served. P242 NPQ house, Svante Arrhenius väg 20 A, followed by discussion/mingle 13-13:30.