ERIC Number: ED297022
Record Type: RIE
Publication Date: 1988-Apr-8
Reference Count: 0
The Impact of the Freshman Year on Epistemological Development: Gender Differences.
Baxter Magolda, Marcia B.
Epistemological development is one of the expected outcomes of higher education. A longitudinal study of the epistemological development of 77 students upon entrance into college and again at the beginning of their sophomore year revealed that both males and females increased their intellectual complexity. Interviews were conducted during the fourth through ninth weeks of the fall semester of the subjects' freshman and sophomore years. Males demonstrated more growth than did females. An analysis of students' perceptions of their learning environments obtained from interviews revealed subtle differences in the environments experienced by men and women. Individual learning styles changed during the freshman year, but did not appear to impact epistemological growth differently for men and women. The challenges posed by differential environmental impact on male and female epistemological development are outlined, and recommendations are offered for creating equitable learning environments. (Author/TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).