Exploring Reactions to Hacktivism Among STEM College Students: A Preliminary Model of Hacktivism Support and Resistance

2014 ◽  
Vol 33 (4) ◽  
pp. 479-497
Author(s):  
Lisa M. PytlikZillig ◽  
Shiyuan Wang ◽  
Leen-Kiat Soh ◽  
Alan J. Tomkins ◽  
Ashok Samal ◽  
...  
Keyword(s):  
Specific Context ◽  
Mathematics Majors ◽  
Mediation Analyses ◽  
Science Technology ◽  
Utilitarian Value ◽  
Preliminary Model ◽  
Midwestern University ◽  
Support Resistance ◽  
And Mathematics ◽  
Willingness To Report

This study investigated the predictors of support for and resistance to hacktivism in a sample of 78 science, technology, engineering, and mathematics majors at a Midwestern university. Results from surveys about real-world instances of hacktivism indicate different preexisting global attitudes predict specific situational hacktivism support (predicted by admiration) versus resistance (predicted by willingness to report). Also, participants gave greater weight to their perceptions of hacktivist (rather than target) trustworthiness/untrustworthiness. Comparisons among different facets of trustworthiness suggest perceptions of shared values with and integrity of the hacktivists are especially important for predicting support and resistance. Participants also were more supportive of hacktivism rated as having higher utilitarian value but not less supportive of hacktivism initiated for retribution. Mediation analyses indicated that situation perceptions significantly mediated the effects of global attitudes on hacktivism support/resistance, but that the significance of specific mediators was inconsistent across analyses. This suggests that the importance of mediators may depend on specific context.

scholarly journals Mujeres en STEM, un reto educativo

2020 ◽  
pp. 20-29
Author(s):  
Jessica Sandoval-Palomares ◽  
Heraclio García-Cervantes ◽  
Alan David Blanco-Miranda ◽  
Didia Carillo-Hernández
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Academic Training ◽  
Leadership Positions ◽  
Mathematics Majors ◽  
Science Technology ◽  
Training Satisfaction ◽  
Labor Issue ◽  
And Mathematics ◽  
Science Technology And Innovation

Science, technology and innovation are elements to respond to the challenges that must be faced, such as, among others, climate change, renewable energies, the nutrition of humanity, health and the administration of resources. Currently, women have a low percentage of representation in science, technology, engineering and mathematics majors, STEM, for its acronym in English; the gender gap persists in the labor issue, where companies are required to allow women to enter leadership positions. The ONU, to respond to this evident disparity, in 2015 establishes an international day to recognize the important role it has in science and technology, which is proclaimed on February 11 as International Day of Women and Girls in the Science. This research analyzes the perception of women who were trained in STEM careers, with the purpose of knowing their perception in six aspects, namely; Perception of their academic training, ability to learn and solve problems in STEM areas, social, educational or family support, academic training, satisfaction in their work and the work environment, gender stereotypes and the analysis of the skills or competencies required.

scholarly journals Do Biology Majors Really Differ from Non–STEM Majors?

2017 ◽  
Vol 16 (3) ◽  
pp. ar48 ◽  
Author(s):  
Sehoya Cotner ◽  
Seth Thompson ◽  
Robin Wright
Keyword(s):  
Life Sciences ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Informed Citizenry ◽  
Improved Learning ◽  
And Mathematics ◽  
Survey Responses ◽  
Science Educators ◽  
Biology Majors

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry.

scholarly journals Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors

2020 ◽  
Vol 58 (7) ◽  
pp. 1256-1278
Author(s):  
Lawrence Smolinsky ◽  
Brian D. Marx ◽  
Gestur Olafsson ◽  
Yanxia A. Ma
Keyword(s):  
Due Dates ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Use Of Technology ◽  
Quasi Experimental ◽  
Computer Based ◽  
Computer Based Testing ◽  
Paper And Pencil ◽  
And Mathematics

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments.

scholarly journals A Summer Academic Research Experience for Disadvantaged Youth

2013 ◽  
Vol 12 (3) ◽  
pp. 410-418 ◽  
Author(s):  
Cathryn Kabacoff ◽  
Vasudha Srivastava ◽  
Douglas N. Robinson
Keyword(s):  
High School Students ◽  
Academic Research ◽  
Research Experience ◽  
Disadvantaged Youth ◽  
School Students ◽  
Mathematics Majors ◽  
Playing Field ◽  
Science Technology ◽  
Underrepresented Youth ◽  
And Mathematics

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.

scholarly journals Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Z. Yasemin Kalender ◽  
Emily Marshman ◽  
Christian D. Schunn ◽  
Timothy J. Nokes-Malach ◽  
Chandralekha Singh
Keyword(s):  
Mathematics Majors ◽  
Science Technology ◽  
And Mathematics

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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