Gender Differentials on Academic Performance and Lifelong Learning Attribute in Chemical Engineering

• Graeme W. Norval ^[1] ; Ariel W. Chan ^[1]
  1. [1] University of Toronto

     University of Toronto

     Canadá

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 252-258
• Idioma: inglés
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• Resumen

  • The Chemical Engineering program at the University of Toronto has been in existence since 1904. In this first statistical study of graduating student performance, 10 years of student data have been analyzed. Data for more than 1100 graduated students were evaluated in the core mathematics and engineering science courses. There are no gender-based or visa/residency status-based differences in the cGPA (cumulative GPA) at graduation. Further, there is no gender-based difference in the performance in the mathematics and engineering science courses. However, students on study visas outperform their Domestic and Permanent Resident peers regardless of gender, and the difference persists into the upper years even though the concepts involved have been taught in our program. Students’ life-long learning attribute has been investigated through analysis of completions of engineering minors and certificates. Nearly 60% of students graduate with at least one minor, and female students are 10% more likely to complete a minor than their male peers. Domestic female students are much more likely to complete minors in bioengineering or environmental engineering, whereas their male peers and study visa students are more likely to complete minors in sustainable energy. The implications for curriculum changes and faculty teaching assignments are discussed.