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Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and earn associate degrees at a community college, and subsequently transfer to a four-year college or university. According to the National Center for Education Statistics, more than half of the students enrolled in two-year institutions were female. Moreover, 57% of college students in the United States are females. This study provides empirical evidence on the interaction between gender and transfer versus native accounting students in their academic performance during and after shock periods. According to the literature, the shock period includes two semesters after a two-year college student transfers to a four-year college. The results of this study indicate that female and male transfer students do not perform equally in their accounting courses compared to their native counterparts, that is, male transfer students in accounting performed worse than female transfer students and native students (male and female) both during and after the “shock” period. These findings may have practical implications for administrators and accounting departments since male transfer students appear to need more assistance to absorb transfer shock when they join four-year colleges and possibly even after their first year at the four-year institution.

nvestigates whether career expectations of women in construction change once they begin working in the industry, in comparison to men. Focus group interviews and a literature review formed the basis for developing a survey questionnaire. The results revealed that professional women had higher expectations and were more committed to remaining in the construction industry than female students. Female students had significantly higher financial expectations than male students, while male students had significantly higher expectations in relation to the number of people they expect to supervise. Professional men were responsible for supervising significantly more people than professional women. The findings also suggest that there are fewer women in the construction industry over the age of 36 years, in comparison to men. It is recommended that this area of research should be developed further.

The purpose of this study was to examine the effect of diversity programs on female student representation within sport management preparation programs. A questionnaire was sent to 172 undergraduate and graduate sport management preparation programs at the North American Society for Sport Management member institutions and 72 completed surveys were returned. These data were used to test a confirmatory path model at the undergraduate and graduate levels. Results show that diversity programs continue to be developed, and that diversity program leads to increase female student representation within undergraduate and graduate sport management preparation programs. Based on the findings of this study, student diversity programs are assisting to eradicate barriers for women in the sport management profession.

This study aims to examine the potential effects of the gender similarity between the presenter and evaluator on the presentation evaluation scores obtained with an evaluation form.

The data were collected from marketing students at two universities in the USA. A rubric and separate survey instrument were used to capture student presentation evaluation scores and perceptions of gender differences in various aspects of presentation quality.

Findings indicate that gender of evaluators or presenters did not have any significant effect on presentation scores. The survey of student perceptions of gender effect on student presentations indicate that while female students seem to be perceived as better presenters than male students, the study found no consistent patterns of gender effect on presentation evaluations.

Only four evaluation criteria were used to measure presentation quality.

The results of this exploratory study uses the actual presentation evaluations and survey of student perceptions suggesting that student inputs can be included for grading without any concern of gender bias on grading.

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

This study evaluates the effectiveness of an enterprise education (social innovation and enterprise) learning programme on the enterprising characteristics among interdisciplinary undergraduate enterprise education students from a general (without considering gender) and gender-specific perspective at a higher education institution in the United Arab Emirates.

Based on a convenience sampling approach, pre- and post-surveys were distributed among 180 undergraduate students from January to April 2019. An independent-samples t-test was utilised to evaluate the impact of enterprise education on students' learning for three sample classifications, which were (1) general or gender-neutral (no gender consideration), (2) male and (3) female.

This study found significant improvements in the enterprising characteristics of students as a result of undertaking the learning programme in enterprise education. There was a greater improvement among female students in comparison to male students. However, contrasts in enterprising enhancement trends between female and male students were recognised. While the greatest improvement for male students were identified in their risk-taking characteristics, for female students, the risk-taking characteristic evidenced the least influence. The differences between the enterprising levels in risk-taking, and locus of control, between male and female students, were prominent post completion of the learning programme.

Considering that a quantitative method of inquiry was adopted to address the dearth of research evaluating the effectiveness of our learning programmes in enterprise education (i.e. social innovation) on students' psychological traits through a gendered lens, qualitative insights could enrich the depth of the research findings. As this study was conducted on a limited number of students at a single university, the results do not claim generalisation to other contexts.

The outcomes of this research deliver valuable insights about the divergent influences of enterprise learning programmes on male and female students. The implications of the study suggest that policymakers and stakeholders should consider gender diversities when designing an effective and equitable entrepreneurship and enterprise learning programme that fosters and stimulates students' enterprising mindset and confidence for both male and female students. The implications are for academics, educational instructors and policymakers.

This study presents a literature review on the impact of entrepreneurship education by focusing on the key enterprising psychological characteristics and educational systems over the last two decades, and illustrates that most studies in the field of entrepreneurship are based on either general (gender-neutral) or gender-specified investigations. This work provides a comparison between these two perspectives in a relatively underexplored region of the UAE and demonstrates that relying solely on gender-neutral analyses hinders the opportunity to enhance and effectively harness females' entrepreneurial potential.

The purpose of this study is to investigate the effect of gender differences in the perception of civil engineers and construction (CEC) students toward resilience to natural hazards and extreme events in a changing climate. This study also explores to what extent CEC students perceive the status of the US infrastructure systems similar to an external evaluation model (i.e. American Society of Civil Engineers Infrastructure Report Card).

An empirical study was conducted to examine the perception of resilience among 103 females and 279 male CEC students from 15 universities across the USA. The obtained data were quantified, and different statistical methods were used to explore the similarities and differences in the gender group responses.

The results indicated a significant mean difference (disagreement) between male and female groups in the importance of community resilience, management and handling of natural hazards. In addition, while there was no meaningful difference between female and male students in their content knowledge, female students showed a more accurate perception about impacting factors involved.

The findings of this study offer new insight into the impacts of gender differences in the perception of resilience, which can be used to enhance the educational experience of CEC female students in areas related to community and infrastructure resilience.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education.

The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors.

The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education.

The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists.

The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions.

The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability.

This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.