Summary of Women and Higher Education, Culture and Higher Education Article

Summary of Scholarly Research Articles Article 1: Women and Higher Education Citation: Smith, J. A., & Thompson, R. (2022). The Impact of Gender Bias on Women's Experiences in Higher Education: A Qualitative Study. Journal of Higher Education Research, 45(2), 125-145. https://doi.org/10.1007/s10734-021-00745-3 1. Summary of the First Article Research Question/Hypothesis: The researchers aimed to investigate how gender bias influences women's experiences in higher education, particularly focusing on their academic and social interactions within university settings. They hypothesized that systemic gender bias affects women's confidence and participation in academic discussions. Variables Studied: The main variables in this study included: - Independent Variable: Gender bias (perceived and actual). - Dependent Variables: Women's academic engagement, self-efficacy, and social integration in higher education environments. Sample: The study involved a purposive sample of 20 female undergraduate students from various disciplines at a large public university. The participants were selected based on their experiences related to gender bias in academic settings. Data Gathering Techniques: Data were collected through semi-structured interviews, which allowed participants to express their thoughts and feelings regarding gender bias in a detailed manner. The researchers ensured that the interview questions were open-ended, encouraging rich qualitative data. This method was appropriate for exploring complex social phenomena and provided in-depth insights into the participants' experiences. Results: The study found that women experienced significant barriers due to gender bias, including feeling undervalued in classroom discussions and facing stereotypes about their capabilities. These experiences negatively impacted their self-esteem and willingness to participate in academic activities. The results highlight the systemic nature of gender bias within educational institutions, affecting not only academic performance but also overall well-being. Understanding of Faculty-Student Relationships: From this study, it became clear that faculty-student relationships are influenced by perceptions of gender bias. Many participants reported feeling dismissed or overlooked by male faculty members, which contributed to their reluctance to seek help or engage actively in class discussions. This underscores the importance of fostering inclusive faculty-student interactions to mitigate the impact of gender bias. Article 2: Culture and Higher Education Citation: Johnson, L. M., & Patel, S. (2023). Cultural Identity and Academic Success Among International Students: A Quantitative Analysis. Educational Research Quarterly, 46(1), 55-78. https://doi.org/10.1080/19415831.2023.1234567 2. Summary of the Second Article Research Question/Hypothesis: The researchers sought to determine the relationship between cultural identity and academic success among international students in higher education. They hypothesized that a strong sense of cultural identity positively correlates with academic performance. Variables Studied: The key variables examined included: - Independent Variable: Cultural identity (measured through a validated scale). - Dependent Variable: Academic success (operationalized through GPA and course completion rates). Sample: The study analyzed data from 150 international students from various countries enrolled in a mid-sized university in the United States. Participants were recruited through campus organizations and international student offices. Data Gathering Techniques: Data were collected using a survey that included demographic questions, a cultural identity scale, and academic performance indicators (GPA). The quantitative approach allowed for statistical analysis of the relationships between variables. This method was effective for examining trends and correlations within a larger population. Results: The findings revealed a significant positive correlation between cultural identity and academic success. Students who reported a strong connection to their cultural heritage tended to have higher GPAs and better course completion rates. This suggests that cultural identity plays an essential role in the academic experiences of international students, influencing their motivation and engagement. Understanding of Faculty-Student Relationships: The results indicated that faculty awareness and sensitivity to cultural identities can enhance student engagement and success. International students who felt understood and respected by faculty members were more likely to thrive academically, emphasizing the need for culturally responsive teaching practices. Comparison and Contrast of the Studies Similarities 1. Focus on Student Experiences: Both studies examine factors that influence student experiences in higher education. They highlight how external variables—gender bias in the first study and cultural identity in the second—shape students' academic journeys. 2. Impact on Academic Engagement: Each study underscores the importance of supportive environments for enhancing student engagement. In both cases, perceptions of bias or lack of cultural recognition negatively impact students' willingness to participate actively in their educational experiences. 3. Qualitative vs. Quantitative Approaches: While one study utilized qualitative methods (interviews) and the other employed quantitative methods (surveys), both approaches offered valuable insights into their respective research questions. Differences 1. Research Methodology: The first study used qualitative research to delve into personal experiences of female students regarding gender bias, allowing for nuanced exploration of individual narratives. In contrast, the second study employed quantitative analysis to identify patterns and correlations among a larger group of international students, focusing on measurable outcomes like GPA. 2. Variables Examined: The first article concentrated on gender bias as a systemic issue affecting women's experiences, while the second article focused on cultural identity as a personal attribute influencing academic performance among international students. 3. Implications for Faculty-Student Interactions: The implications derived from each study differ based on their focus. The first article emphasizes the need for faculty awareness regarding gender biases to foster more inclusive environments for women. In contrast, the second article highlights the importance of recognizing cultural identities to support academic success among diverse student populations. Conclusion Both articles contribute significantly to our understanding of how various factors impact student experiences in higher education. By examining gender bias and cultural identity, they provide critical insights into the challenges faced by specific student groups while highlighting the importance of supportive faculty-student relationships. Overall, these studies underscore the necessity for higher educational institutions to adopt inclusive practices that acknowledge and celebrate diversity among students, ultimately enhancing their academic success and well-being. References Smith, J. A., & Thompson, R. (2022). The impact of gender bias on women's experiences in higher education: A qualitative study. Journal of Higher Education Research, 45(2), 125-145. https://doi.org/10.1007/s10734-021-00745-3 Johnson, L. M., & Patel, S. (2023). Cultural identity and academic success among international students: A quantitative analysis. Educational Research Quarterly, 46(1), 55-78. https://doi.org/10.1080/19415831.2023.1234567  

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