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- W75824957 abstract "Initiatives to increase the numbers of women faculty derive in part from understandings that the representation of women faculty is crucial for the culture and climate of the university and for the development of students’ capacities and potential. Faculty are consequential for students through what they convey, demonstrate, and exemplify. This is true throughout educational stages. But it is the case particularly for doctoral education. For graduate students, the impact of faculty is broad and deep—affecting the way students acquire knowledge, values, norms, skills, and beliefs (). Graduate students report that faculty are the single most important aspect of their education (; ). That influence, however, may be for better or worse, positive and/or negative (as is the case for undergraduate education; see ). For those students who enter academic careers, the effects of their graduate school faculty are often so strong as to provide perspectives and orientations that guide their lifetimes of teaching and research ()." @default.
- W75824957 created "2016-06-24" @default.
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- W75824957 date "2003-01-01" @default.
- W75824957 modified "2023-10-02" @default.
- W75824957 title "Gender, Faculty, and Doctoral Education in Science and Engineering" @default.
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- W75824957 doi "https://doi.org/10.1007/978-94-010-0007-9_5" @default.
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