How to improve advising and teaching female undergrads.(In Their Own Words)

By Dr. Jeanie Allen, instructor of interdisciplinary studies and director of The First Year Experience at Drury University MO, and Dr. Sue Bracken, affiliate assistant professor of Women's Studies and special assistant to the associate VP for outreach at The Pennsylvania State University

In a recent study, Dr. Jeanie Allen interviewed 20 senior female undergraduates at Drury University MO to explore their decision-making process on career paths after graduation. Comparing those who had a plan with those who didn't, she found several key factors.

Role models, mentors and 'the feel'

One of the primary findings was the importance of female role models. Almost every student with a future path mentioned a female faculty member as instrumental in helping her make the decision. In fact, most mentioned pursuing a doctorate in their mentors' field.

The female undergraduate appears to seek another woman whose life can be emulated. She needs both more opportunities to interact with female staff, faculty, and administrators to identify appropriate role models, as well as experience off campus with women professionals.

Strong family support was important to those who had chosen a path. Many mentioned their families expressing pride in their success. Support from the father was mentioned more often than was an expression of pride from the mother, as essential to their making plans.

Much of the recent literature on feminist pedagogy cites the need to set high expectations: Not only high academic expectations for the student, but also a need for students to sense that faculty expect them to succeed and are proud of their achievements.