Abstract
In 1993, the Georgia Tech embarked on a series of General Education Assessment seminars to study the process of measuring the impact of the programs in the general educational arena. One issue tackled was the pattern of major changes at Georgia Tech. There is a lot of folklore at Tech about these patterns and there is a generally held belief that they differ by gender. A project called InGEAR (Integrating Gender Equity and Reform) was funded by National Science Foundation to impact gender equity in education through teacher preparation programs. Georgia Tech enjoys a higher retention rate for its women in engineering majors than its corresponding men and several reasons are proposed.
Original language | English |
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Journal | ASEE Annual Conference Proceedings |
State | Published - 1997 |
Event | Proceedings of the 1997 ASEE Annual Conference - Milwaukee, WI, USA Duration: 15 Jun 1997 → 18 Jun 1997 |