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s
.
T
h
e
in
c
lu
s
io
n
o
f
s
t
u
d
e
n
t
-
l
ea
d
e
r
s
ad
d
s
d
e
p
t
h
to
t
h
e
s
t
u
d
y
,
as
th
e
y
o
f
t
en
s
h
a
p
e
ca
m
p
u
s
c
u
l
tu
r
e
th
r
o
u
g
h
ac
ti
v
e
en
g
a
g
em
en
t
i
n
b
o
t
h
ac
a
d
e
m
ic
a
n
d
e
x
t
r
a
c
u
r
r
i
cu
la
r
ac
t
iv
iti
es.
As
r
o
le
m
o
d
e
ls
an
d
a
d
v
o
ca
t
e
s
wit
h
i
n
t
h
e
s
tu
d
en
t
b
o
d
y
,
t
h
e
ir
p
e
r
s
p
ec
t
iv
es
o
f
f
er
v
al
u
a
b
le
i
n
s
i
g
h
ts
i
n
t
o
t
h
e
b
r
o
a
d
e
r
in
s
tit
u
ti
o
n
a
l
c
li
m
at
e
r
e
g
a
r
d
i
n
g
g
e
n
d
er
a
n
d
d
i
v
e
r
s
it
y
is
s
u
es
,
m
a
k
i
n
g
th
em
a
r
e
p
r
ese
n
t
ati
v
e
s
a
m
p
l
e
f
o
r
u
n
d
e
r
s
t
an
d
i
n
g
th
e
la
r
g
e
r
I
T
s
t
u
d
e
n
t
p
o
p
u
la
t
i
o
n
.
T
h
is
s
tu
d
y
s
p
ec
if
ically
in
v
esti
g
ates
th
e
ex
p
er
ien
ce
s
o
f
g
en
d
er
d
is
cr
im
in
atio
n
,
p
r
ej
u
d
ice,
an
d
b
elo
n
g
in
g
am
o
n
g
u
n
d
er
g
r
ad
u
ate
I
T
s
tu
d
en
ts
,
with
a
f
o
cu
s
o
n
h
o
w
g
en
d
er
d
y
n
am
ics
in
f
lu
e
n
ce
th
eir
ac
ad
em
ic
an
d
s
o
cial
ex
p
er
ien
ce
s
.
B
y
ex
am
in
in
g
g
e
n
d
er
-
r
elate
d
c
h
alle
n
g
es,
th
e
r
esear
ch
s
ee
k
s
to
u
n
d
er
s
tan
d
h
o
w
th
ese
f
ac
to
r
s
im
p
ac
t
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
th
eir
o
wn
ca
p
ab
ilit
ies,
th
e
q
u
ality
o
f
s
u
p
p
o
r
t
th
ey
r
ec
eiv
e
f
r
o
m
f
ac
u
lty
an
d
p
ee
r
s
,
an
d
th
eir
o
v
e
r
all
s
atis
f
ac
tio
n
with
th
eir
ac
a
d
em
ic
jo
u
r
n
ey
.
T
h
is
r
esear
ch
is
p
a
r
ticu
lar
ly
v
al
u
ab
le
a
s
it
u
n
co
v
er
s
th
e
e
x
ten
t
to
wh
i
ch
f
em
ale
I
T
s
tu
d
e
n
ts
p
er
ce
i
v
e
g
en
d
e
r
b
iases
in
th
eir
ac
a
d
em
ic
s
ettin
g
s
an
d
id
en
tifie
s
ac
tio
n
ab
le
ar
ea
s
f
o
r
in
s
titu
tio
n
s
to
p
r
o
m
o
te
in
clu
s
iv
ity
.
Un
d
er
s
tan
d
in
g
th
ese
d
y
n
am
ics
is
cr
u
cial,
a
s
ex
p
er
ien
ce
s
o
f
d
is
cr
im
in
atio
n
an
d
p
r
eju
d
ice
ca
n
s
ig
n
if
i
ca
n
tly
af
f
ec
t
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
em
o
tio
n
al
well
-
b
ein
g
,
a
n
d
s
e
n
s
e
o
f
co
m
m
u
n
ity
,
u
ltima
tel
y
im
p
ac
tin
g
r
eten
tio
n
an
d
s
u
cc
ess
r
ates
in
th
eir
ch
o
s
en
f
ield
[
7
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
G
ender
dis
cr
im
ina
t
io
n
i
n hig
her
educa
t
io
n
Gen
d
er
d
is
cr
im
in
atio
n
in
h
ig
h
er
ed
u
ca
tio
n
h
as
b
ee
n
wid
e
ly
d
o
c
u
m
en
ted
,
with
n
u
m
er
o
u
s
s
tu
d
ies
h
ig
h
lig
h
tin
g
its
p
e
r
v
asiv
e
n
at
u
r
e
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
d
is
cip
lin
es.
Gen
d
er
b
iases
in
th
e
class
r
o
o
m
ca
n
m
an
if
est
in
n
u
m
e
r
o
u
s
way
s
,
i
n
clu
d
in
g
u
n
e
q
u
al
tr
ea
tm
en
t
b
y
f
ac
u
lty
,
d
if
f
er
e
n
ce
s
in
class
r
o
o
m
p
ar
ticip
atio
n
,
an
d
d
is
p
ar
ities
in
ac
ad
em
ic
s
u
p
p
o
r
t
[
8
]
.
Fem
ale
s
tu
d
en
ts
o
f
ten
f
ac
e
s
k
ep
ticis
m
r
eg
ar
d
in
g
th
eir
ca
p
ab
ilit
ies,
p
ar
ticu
lar
ly
in
tr
ad
itio
n
ally
m
ale
-
d
o
m
in
ated
f
iel
d
s
s
u
ch
as
IT
[
9
]
.
T
h
is
s
k
ep
ticis
m
c
an
lead
to
d
ec
r
ea
s
ed
s
elf
-
ef
f
icac
y
an
d
in
cr
ea
s
ed
f
ee
lin
g
s
o
f
alien
atio
n
a
m
o
n
g
f
em
ale
s
tu
d
en
ts
[
1
0
]
.
2
.
2
.
Sens
e
o
f
belo
ng
ing
T
h
e
co
n
ce
p
t
o
f
b
elo
n
g
in
g
is
cr
u
cial
f
o
r
ac
ad
em
ic
s
u
cc
ess
an
d
s
tu
d
en
t
r
eten
tio
n
.
A
s
tr
o
n
g
s
en
s
e
o
f
b
elo
n
g
in
g
s
ig
n
if
ica
n
tly
co
r
r
e
lates
with
p
o
s
itiv
e
ac
ad
em
i
c
o
u
tco
m
es
an
d
o
v
er
all
s
atis
f
ac
tio
n
in
h
ig
h
e
r
ed
u
ca
tio
n
[
1
1
]
.
W
h
en
s
tu
d
en
t
s
f
ee
l
ac
ce
p
ted
an
d
v
alu
ed
wi
th
in
th
eir
ac
ad
em
ic
en
v
ir
o
n
m
en
t,
th
ey
ar
e
m
o
r
e
lik
ely
to
e
n
g
ag
e
ac
tiv
ely
i
n
th
eir
s
tu
d
ies
an
d
p
er
s
is
t
th
r
o
u
g
h
ch
allen
g
es
[
1
2
]
.
I
n
co
n
tr
ast,
a
lack
o
f
b
el
o
n
g
in
g
ca
n
lead
to
f
ee
lin
g
s
o
f
is
o
l
atio
n
an
d
d
is
en
g
a
g
em
en
t,
p
ar
ticu
lar
ly
f
o
r
m
ar
g
in
alize
d
g
r
o
u
p
s
[
1
3
]
.
T
h
is
p
h
en
o
m
en
o
n
is
esp
ec
ially
r
elev
an
t
in
th
e
co
n
te
x
t
o
f
g
e
n
d
er
,
wh
er
e
f
em
ale
s
tu
d
en
ts
in
m
al
e
-
d
o
m
in
ated
f
ield
s
m
ay
s
tr
u
g
g
le
t
o
estab
lis
h
a
s
en
s
e
o
f
b
elo
n
g
in
g
[
1
4
]
.
2
.
3
.
E
x
perience
s
o
f
prej
ud
ice
Pre
ju
d
ice
in
ac
ad
em
ic
s
ettin
g
s
ca
n
s
ig
n
if
ican
tl
y
im
p
ac
t
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
th
eir
ca
p
ab
ilit
ies
an
d
f
u
tu
r
e
p
r
o
s
p
ec
ts
.
Stu
d
en
t
s
wh
o
p
er
ce
iv
e
p
r
eju
d
ice
in
th
eir
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
s
o
f
ten
ex
p
er
ien
ce
d
im
in
is
h
ed
s
elf
-
esteem
a
n
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
1
5
]
.
Fe
m
ale
s
tu
d
en
ts
,
in
p
a
r
ticu
lar
,
m
ay
f
ee
l
th
at
th
e
y
a
r
e
u
n
f
air
ly
ju
d
g
ed
b
ased
o
n
g
en
d
er
s
ter
eo
ty
p
es,
wh
ich
ca
n
lead
to
in
cr
ea
s
ed
an
x
iety
an
d
l
o
wer
p
ar
ticip
atio
n
r
ates
in
clas
s
d
is
cu
s
s
io
n
s
[
1
6
]
.
Mo
r
eo
v
er
,
th
e
p
e
r
ce
p
tio
n
o
f
b
ein
g
tr
ea
ted
u
n
eq
u
ally
co
m
p
ar
ed
to
m
ale
p
ee
r
s
ca
n
co
n
tr
ib
u
te
to
a
n
eg
ativ
e
ac
ad
em
ic
ex
p
er
ie
n
ce
an
d
h
in
d
er
s
tu
d
en
ts
’
o
v
er
all
s
en
s
e
o
f
b
elo
n
g
in
g
[
1
7
]
.
2
.
4
.
G
ender
re
presenta
t
io
n in a
ca
dem
ic
s
et
t
ing
s
T
h
e
r
e
p
r
esen
tatio
n
o
f
f
em
ale
r
o
le
m
o
d
els
in
ac
ad
e
m
ic
f
i
eld
s
h
as
b
ee
n
s
h
o
wn
to
in
f
l
u
en
ce
th
e
ex
p
er
ien
ce
s
o
f
f
em
ale
s
tu
d
e
n
ts
.
Hav
in
g
f
em
ale
p
r
o
f
ess
o
r
s
an
d
r
o
le
m
o
d
els
ca
n
en
h
an
ce
th
e
s
en
s
e
o
f
b
elo
n
g
in
g
an
d
en
c
o
u
r
a
g
e
f
e
m
ale
s
tu
d
en
ts
to
p
u
r
s
u
e
th
eir
ac
ad
em
ic
a
n
d
p
r
o
f
ess
io
n
al
g
o
als
[
1
8
]
.
T
h
is
r
ep
r
esen
tatio
n
h
elp
s
to
ch
allen
g
e
s
ter
eo
ty
p
es
an
d
p
r
o
v
id
es
ta
n
g
ib
le
ex
a
m
p
les
o
f
s
u
cc
ess
with
in
th
e
f
ield
[
1
9
]
.
I
t
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
in
clu
s
iv
e
cu
r
r
icu
la
th
at
r
e
p
r
esen
t
d
iv
er
s
e
p
er
s
p
ec
tiv
es,
wh
ich
ca
n
f
o
s
ter
a
g
r
ea
ter
s
en
s
e
o
f
b
elo
n
g
in
g
a
m
o
n
g
all
s
tu
d
e
n
ts
[
2
0
]
.
Gen
e
r
ally
s
p
ea
k
in
g
,
th
e
ex
is
tin
g
li
ter
atu
r
e
in
d
icate
s
a
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
g
e
n
d
er
d
is
cr
im
in
atio
n
,
s
en
s
e
o
f
b
elo
n
g
in
g
,
an
d
s
tu
d
en
ts
’
ex
p
e
r
ien
ce
s
o
f
p
r
eju
d
ice
in
h
ig
h
er
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
with
in
m
ale
-
d
o
m
in
ate
d
f
ield
s
lik
e
IT
.
Ad
d
r
ess
in
g
th
ese
is
s
u
es
th
r
o
u
g
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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Vo
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14
,
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4
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2025
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tar
g
eted
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
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tiv
e
ac
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d
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ca
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3.
M
E
T
H
O
D
T
h
is
s
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d
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p
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d
a
d
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esear
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p
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am
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g
r
a
d
u
ate
s
tu
d
en
t
s
in
th
e
f
ield
o
f
IT
.
I
t
aim
ed
to
q
u
an
tif
y
s
tu
d
en
t
ex
p
er
ien
ce
s
an
d
attitu
d
es
r
e
g
ar
d
in
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elo
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in
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ac
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p
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j
o
u
r
n
e
y
.
T
h
e
p
ar
ti
cip
an
ts
in
th
is
s
tu
d
y
wer
e
f
ir
s
t
-
to
f
o
u
r
t
h
-
y
ea
r
u
n
d
er
g
r
ad
u
at
e
s
tu
d
en
ts
en
r
o
lled
in
IT
p
r
o
g
r
am
at
a
s
tate
u
n
i
v
er
s
ity
in
Nu
ev
a
E
cija,
Ph
ili
p
p
in
es.
A
to
tal
o
f
1
8
0
s
tu
d
e
n
ts
wer
e
p
u
r
p
o
s
ely
se
lecte
d
as
r
esp
o
n
d
en
ts
,
with
a
s
p
ec
if
ic
f
o
cu
s
o
n
s
tu
d
e
n
t
-
lead
er
s
wh
o
r
ep
r
esen
t
a
d
iv
er
s
e
c
r
o
s
s
-
s
ec
tio
n
o
f
th
e
I
T
s
tu
d
en
t
b
o
d
y
at
Nu
ev
a
E
c
ija
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
(
NE
UST)
.
T
h
is
g
r
o
u
p
was
ch
o
s
en
b
ec
au
s
e
s
tu
d
en
t
-
lead
er
s
ar
e
ac
tiv
ely
in
v
o
lv
ed
in
b
o
th
ac
ad
em
ic
an
d
ex
tr
ac
u
r
r
icu
lar
a
ctiv
ities
,
p
r
o
v
id
in
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
o
v
er
all
ex
p
er
ien
ce
s
o
f
t
h
eir
p
ee
r
s
.
Pre
v
io
u
s
r
esear
ch
co
n
d
u
cte
d
b
y
th
e
r
esear
ch
er
h
as
co
n
s
is
ten
tly
s
h
o
wn
th
at
th
e
B
SIT
p
r
o
g
r
am
at
NE
UST
is
p
r
ed
o
m
in
an
tly
m
ale
-
d
o
m
in
ated
.
I
t
r
e
f
lectin
g
b
r
o
ad
e
r
tr
en
d
s
in
th
e
I
T
f
i
eld
wh
er
e
g
en
d
e
r
d
is
p
ar
ities
p
er
s
is
t.
L
iter
atu
r
e
in
d
icate
s
th
at
f
em
ale
r
ep
r
esen
t
atio
n
in
I
T
ed
u
ca
tio
n
is
s
ig
n
if
ican
tly
lo
wer
th
a
n
th
at
o
f
th
eir
m
ale
co
u
n
ter
p
a
r
ts
,
with
s
tu
d
ies
h
ig
h
lig
h
tin
g
a
cu
ltu
r
al
b
ias
th
at
o
f
ten
d
i
s
co
u
r
ag
es
y
o
u
n
g
wo
m
e
n
f
r
o
m
p
u
r
s
u
in
g
tech
n
o
l
o
g
y
-
r
ela
ted
f
ield
s
[
2
1
]
,
[
2
2
]
.
Per
m
is
s
io
n
to
g
ath
er
d
ata
f
o
r
th
e
s
tu
d
y
was secu
r
ed
f
r
o
m
th
e
co
lleg
e
d
ea
n
to
en
s
u
r
e
co
m
p
li
an
ce
with
eth
ical
r
esear
ch
g
u
id
elin
es.
P
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
t
h
eir
r
ig
h
ts
,
an
d
th
e
v
o
lu
n
tar
y
n
at
u
r
e
o
f
th
eir
p
ar
t
icip
atio
n
.
T
h
e
y
wer
e
ass
u
r
ed
o
f
th
e
co
n
f
i
d
en
tiality
o
f
th
eir
r
esp
o
n
s
es,
an
d
n
o
p
er
s
o
n
ally
id
en
tifia
b
le
in
f
o
r
m
atio
n
was c
o
llected
.
I
n
f
o
r
m
e
d
co
n
s
en
t w
as o
b
tain
ed
th
r
o
u
g
h
a
d
ig
ital a
g
r
ee
m
en
t
em
b
ed
d
e
d
with
in
th
e
s
u
r
v
e
y
.
Ad
d
itio
n
ally
,
p
a
r
ticip
an
ts
wer
e
allo
wed
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
s
tag
e
with
o
u
t p
en
alty
.
Data
wer
e
co
llected
u
s
in
g
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
d
es
ig
n
ed
to
ass
ess
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
s
tu
d
en
t
ex
p
er
ien
ce
,
f
o
cu
s
in
g
o
n
p
er
ce
iv
ed
d
is
c
r
im
in
atio
n
,
b
e
lo
n
g
in
g
,
an
d
ac
ad
em
ic
s
u
p
p
o
r
t.
T
h
e
to
o
l
u
s
ed
b
y
Neu
m
an
in
2
0
2
2
was
ad
o
p
ted
in
th
is
r
esear
ch
with
s
lig
h
t
m
o
d
if
icatio
n
o
n
s
o
m
e
item
s
t
atem
en
ts
to
s
u
it
th
e
p
u
r
p
o
s
e
o
f
t
h
is
r
esear
ch
[
2
3
]
.
T
h
e
q
u
esti
o
n
n
ai
r
e
in
clu
d
e
d
L
ik
er
t
-
s
ca
le
item
s
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
ee
)
,
allo
win
g
r
esp
o
n
d
en
ts
to
ex
p
r
ess
th
eir
lev
el
o
f
ag
r
ee
m
en
t
with
v
ar
io
u
s
s
tatem
en
ts
r
elate
d
to
th
eir
e
x
p
er
ien
ce
s
an
d
p
e
r
ce
p
tio
n
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
i
v
id
ed
in
to
f
o
u
r
m
ain
s
ec
tio
n
s
:
i
)
B
elo
n
g
in
g
–
ass
ess
in
g
th
e
s
tu
d
en
ts
'
s
en
s
e
o
f
b
el
o
n
g
in
g
with
in
t
h
eir
d
ep
a
r
tm
e
n
t
an
d
th
e
b
r
o
ad
er
ca
m
p
u
s
co
m
m
u
n
ity
;
ii
)
T
ea
c
h
in
g
e
n
v
i
r
o
n
m
e
n
t
–
ev
alu
atin
g
s
atis
f
ac
tio
n
with
th
e
ac
ad
em
ic
ex
p
er
ien
ce
a
n
d
th
e
p
er
ce
iv
ed
s
u
p
p
o
r
t
f
r
o
m
p
r
o
f
ess
o
r
s
an
d
p
ee
r
s
;
iii
)
Gen
d
er
d
is
cr
im
in
atio
n
–
e
x
am
in
in
g
th
e
r
esp
o
n
d
e
n
ts
'
p
er
ce
p
tio
n
s
o
f
h
o
w
g
en
d
er
im
p
ac
ts
th
eir
tr
ea
tm
e
n
t
in
t
h
e
class
r
o
o
m
;
an
d
iv
)
E
x
p
e
r
ien
ce
d
p
r
eju
d
ice
–
in
v
esti
g
atin
g
p
er
ce
p
tio
n
s
o
f
b
i
as f
r
o
m
class
m
ates a
n
d
p
r
o
f
ess
o
r
s
b
ased
o
n
g
e
n
d
er
.
T
h
e
s
u
r
v
e
y
w
as
d
i
s
t
r
i
b
u
t
e
d
e
l
e
c
t
r
o
n
i
c
al
l
y
t
o
f
a
ci
l
it
a
t
e
a
cc
e
s
s
i
b
i
li
t
y
a
n
d
e
n
c
o
u
r
a
g
e
p
ar
t
i
c
i
p
a
ti
o
n
.
S
t
u
d
e
n
t
s
w
e
r
e
i
n
f
o
r
m
e
d
a
b
o
u
t
t
h
e
p
u
r
p
o
s
e
o
f
t
h
e
s
t
u
d
y
,
t
h
e
ir
r
i
g
h
t
s
as
p
a
r
t
i
ci
p
a
n
t
s
,
a
n
d
t
h
e
c
o
n
f
i
d
e
n
t
i
a
l
it
y
o
f
t
h
e
i
r
r
e
s
p
o
n
s
es
.
T
h
e
c
o
l
l
e
c
te
d
d
a
t
a
w
e
r
e
a
n
a
l
y
z
e
d
u
s
i
n
g
d
e
s
c
r
i
p
t
i
v
e
s
t
at
i
s
t
i
cs
t
o
s
u
m
m
a
r
iz
e
t
h
e
r
e
s
p
o
n
d
e
n
t
s
'
p
e
r
c
e
p
t
i
o
n
s
a
n
d
e
x
p
e
r
ie
n
c
e
s
.
W
e
i
g
h
t
e
d
m
e
a
n
(
W
m
)
s
c
o
r
es
w
e
r
e
c
a
lc
u
l
a
t
e
d
f
o
r
ea
c
h
i
te
m
,
p
r
o
v
i
d
i
n
g
i
n
s
i
g
h
t
i
n
t
o
t
h
e
v
e
r
b
a
l
d
e
s
c
r
i
p
ti
o
n
s
(
VD
)
,
g
e
n
e
r
a
l
t
r
e
n
d
s
,
a
n
d
s
i
g
n
i
f
i
c
a
n
t
f
in
d
i
n
g
s
i
n
t
h
e
d
a
t
a
.
T
h
is
m
e
t
h
o
d
o
l
o
g
y
a
l
l
o
w
e
d
f
o
r
a
c
o
m
p
r
e
h
e
n
s
i
v
e
e
x
a
m
i
n
at
i
o
n
o
f
t
h
e
e
x
p
e
r
i
e
n
c
e
s
o
f
I
T
s
t
u
d
en
t
s
,
p
r
o
v
i
d
i
n
g
v
a
l
u
a
b
l
e
i
n
s
i
g
h
ts
i
n
t
o
t
h
e
d
y
n
a
m
i
cs
o
f
g
e
n
d
e
r
a
n
d
a
c
a
d
e
m
i
c
e
n
v
i
r
o
n
m
e
n
t
i
n
t
h
e
c
o
n
t
e
x
t
o
f
IT
e
d
u
c
a
t
i
o
n
.
T
h
e
f
i
n
d
i
n
g
s
a
i
m
t
o
i
n
f
o
r
m
i
n
s
t
i
t
u
t
i
o
n
al
s
t
r
a
t
e
g
i
e
s
,
t
h
r
o
u
g
h
p
o
l
i
c
y
b
r
i
e
f
,
t
o
f
o
s
t
e
r
a
m
o
r
e
i
n
cl
u
s
i
v
e
a
n
d
s
u
p
p
o
r
t
i
v
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
en
t
f
o
r
a
l
l
s
t
u
d
e
n
t
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
p
r
esen
ts
a
d
etai
led
an
aly
s
is
o
f
th
e
s
u
r
v
ey
f
in
d
in
g
s
,
h
ig
h
lig
h
tin
g
th
e
p
er
c
ep
tio
n
s
o
f
f
em
ale
B
SIT
s
tu
d
en
ts
r
eg
ar
d
in
g
b
elo
n
g
in
g
n
ess
,
teac
h
in
g
en
v
ir
o
n
m
en
t,
g
en
d
e
r
b
ias,
an
d
p
r
e
ju
d
ice.
4
.1
.
B
elo
ng
ing
nes
s
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
r
ev
ea
l
two
s
ig
n
if
ican
t
f
in
d
in
g
s
r
e
g
ar
d
in
g
s
tu
d
e
n
ts
'
s
en
s
e
o
f
b
elo
n
g
in
g
a
n
d
ex
p
er
ien
c
es
o
f
g
e
n
d
er
-
r
elate
d
ch
allen
g
es.
T
ab
le
1
s
h
o
ws
th
e
s
u
r
v
ey
r
esu
lts
o
n
th
eir
p
er
ce
i
v
ed
b
elo
n
g
in
g
n
ess
in
th
e
d
ep
ar
tm
e
n
t.
T
h
is
s
tu
d
y
’
s
an
aly
s
is
o
f
s
tu
d
en
ts
’
s
en
s
e
o
f
b
elo
n
g
in
g
h
ig
h
lig
h
ts
s
ev
er
al
k
ey
in
s
ig
h
ts
.
T
ab
le
1
s
h
o
ws
th
at
m
o
s
t
s
tu
d
en
ts
f
ee
l
a
s
tr
o
n
g
co
n
n
ec
tio
n
with
in
th
eir
ac
ad
em
ic
d
ep
a
r
tm
en
ts
,
with
a
W
m
o
f
4
.
1
1
,
as
7
8
%
o
f
r
esp
o
n
d
en
t
s
ag
r
ee
d
o
r
s
tr
o
n
g
ly
ag
r
ee
d
th
at
th
ey
“
b
elo
n
g
with
in
(
t
h
eir
)
d
ep
ar
tm
e
n
t.
”
Ho
wev
er
,
a
s
en
s
e
o
f
b
elo
n
g
in
g
with
in
s
p
ec
if
ic
m
ajo
r
s
is
le
s
s
p
r
o
n
o
u
n
ce
d
(
W
m
=3
.
7
0
)
,
in
d
icatin
g
th
at
w
h
ile
d
ep
ar
tm
en
tal
s
u
p
p
o
r
t
is
p
er
ce
iv
ed
p
o
s
itiv
ely
,
s
tu
d
en
ts
en
co
u
n
ter
ch
allen
g
es
in
teg
r
atin
g
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[
2
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1
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T
h
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r
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lts
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as
s
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o
w
n
in
Fig
u
r
e
1
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ly
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r
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en
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atis
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ic
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.
8
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.
0
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r
t
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s
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en
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f
ee
l
r
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ted
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y
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p
r
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r
s
(
W
m
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.
2
6
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,
wh
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g
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ests
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s
u
p
p
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r
tiv
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f
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-
s
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d
y
n
am
ic
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h
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ce
s
ac
ad
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ic
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t.
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wev
er
,
r
esp
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es
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o
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e
ch
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r
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n
d
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r
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r
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ically
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7
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tr
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3
.
2
2
was
r
ep
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th
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e
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am
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e
f
in
d
i
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g
s
s
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g
est
th
at
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m
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t
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ally
s
u
p
p
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r
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th
er
e
is
r
o
o
m
t
o
en
h
an
ce
s
tu
d
en
t
e
n
g
ag
e
m
en
t
an
d
r
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r
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in
co
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r
s
e
m
ater
ials
.
Pro
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
p
ar
ticip
ate
ac
tiv
ely
in
class
th
r
o
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g
h
in
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teac
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g
s
tr
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eg
ies
co
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ld
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o
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ter
g
r
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ter
c
o
n
f
id
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d
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ce
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to
s
p
ea
k
.
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lty
m
ig
h
t
also
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en
ef
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f
r
o
m
t
r
ain
i
n
g
in
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ea
tin
g
i
n
clu
s
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class
r
o
o
m
s
th
at
en
co
u
r
ag
e
di
v
er
s
e
v
o
ices
an
d
p
ar
ticip
at
io
n
.
Fu
r
th
er
m
o
r
e,
r
e
v
is
in
g
co
u
r
s
e
m
ater
ials
to
in
clu
d
e
a
b
r
o
ad
er
r
a
n
g
e
o
f
r
ep
r
esen
tatio
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s
an
d
p
er
s
p
ec
ti
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es
wo
u
ld
lik
ely
im
p
r
o
v
e
s
tu
d
en
ts
'
s
en
s
e
o
f
in
clu
s
io
n
[
2
6
]
.
I
n
clu
d
in
g
f
e
m
ale
r
o
le
m
o
d
els
an
d
d
iv
e
r
s
e
ca
s
e
s
tu
d
ies
in
co
u
r
s
ewo
r
k
co
u
ld
h
elp
all
s
tu
d
en
ts
,
p
ar
ti
cu
lar
ly
th
o
s
e
f
r
o
m
u
n
d
er
r
ep
r
esen
ted
g
r
o
u
p
s
,
f
ee
l
a
s
tr
o
n
g
er
co
n
n
ec
tio
n
to
t
h
eir
s
tu
d
ies.
I
n
ad
d
itio
n
,
r
eg
u
lar
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
ts
o
n
r
e
p
r
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i
n
c
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u
r
s
e
m
ater
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co
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ld
g
u
i
d
e
th
ese
im
p
r
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v
em
e
n
ts
,
alig
n
in
g
w
ith
th
e
b
r
o
ad
er
aim
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f
o
s
ter
an
in
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u
s
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an
d
e
m
p
o
wer
in
g
ac
ad
e
m
ic
en
v
ir
o
n
m
e
n
t [
2
7
]
.
I
n
s
u
m
,
wh
ile
s
tu
d
e
n
ts
g
en
e
r
ally
f
ee
l
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ied
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a
n
d
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e
s
p
ec
ted
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th
eir
p
r
o
f
ess
o
r
s
,
im
p
r
o
v
em
en
t
s
in
f
o
s
ter
in
g
class
p
ar
ticip
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n
an
d
en
s
u
r
in
g
b
etter
r
e
p
r
es
en
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in
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s
e
m
ater
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ar
e
n
ec
ess
ar
y
to
f
u
r
th
er
en
h
an
ce
th
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ca
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al
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v
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Similar
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v
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m
en
t [
2
8
]
,
[
2
9
]
.
4
.
3
.
G
ender
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cr
im
ina
t
io
n
Fig
u
r
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2
p
r
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th
e
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o
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er
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m
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atio
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h
e
f
in
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icate
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2
7
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f
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in
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h
e
class
r
o
o
m
,
”
w
ith
th
e
m
ajo
r
ity
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
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14
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2025
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3228
r
esp
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ad
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=
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3
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d
2
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2
4
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r
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ely
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icu
lties
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u
r
e
1
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u
r
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2
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I
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T
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h
ig
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u
ca
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(
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th
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Lu
cia
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)
3229
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ts
[
3
0
]
,
[
3
1
]
.
Ad
d
i
ti
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n
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y
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c
r
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o
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n
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ed
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d
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ase
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e
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c
es
an
d
p
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o
p
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s
e
s
o
l
u
ti
o
n
s
[
3
2
]
.
M
e
n
t
o
r
s
h
i
p
p
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g
r
a
m
s
a
n
d
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e
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ale
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n
d
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o
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n
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ial
[
3
3
]
,
[
3
4
]
.
B
y
ac
ti
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el
y
a
d
d
r
ess
i
n
g
t
h
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e
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n
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tit
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ti
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k
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n
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ts
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s
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g
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n
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e
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li
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es
[
3
5
]
.
Ov
er
all,
wh
ile
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e
m
ajo
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ity
o
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tu
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en
ts
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ce
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s
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e
ar
ea
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e
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en
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er
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is
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i
m
in
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n
m
ay
s
till
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e
s
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b
tly
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r
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t,
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ar
ticu
lar
ly
in
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ter
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s
o
n
al
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ter
ac
tio
n
s
an
d
class
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ar
ticip
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d
y
n
a
m
ics.
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h
ese
f
in
d
i
n
g
s
s
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g
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est
th
e
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ee
d
f
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tin
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e
d
ef
f
o
r
ts
to
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o
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ter
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e
r
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s
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o
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t
f
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o
m
f
ac
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lty
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u
t
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o
n
g
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o
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s
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r
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th
at
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tu
d
e
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l
eq
u
ally
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an
d
r
esp
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ted
in
th
eir
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a
d
em
ic
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u
r
s
u
its
.
R
esear
ch
s
tu
d
ies
s
tr
ess
ed
o
u
t
th
e
im
p
o
r
tan
ce
o
f
h
a
v
in
g
g
en
d
e
r
-
tr
an
s
f
o
r
m
ativ
e
p
o
licies
an
d
it
s
ef
f
ec
tiv
e
im
p
lem
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tatio
n
p
r
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ce
s
s
;
h
av
in
g
wo
m
e
n
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s
p
ec
if
ic
s
u
p
p
o
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t
s
tr
u
ctu
r
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d
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v
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en
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er
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ip
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s
as c
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u
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r
p
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m
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tin
g
g
e
n
d
er
e
q
u
ality
[
3
6
]
,
[
3
7
]
.
4
.4
.
E
x
perience
d
p
re
j
ud
ice
T
ab
le
2
s
h
o
ws
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ata
o
n
th
e
p
e
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ce
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tio
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s
o
f
t
h
e
r
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d
en
ts
as
r
eg
ar
d
s
t
h
e
ex
p
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s
th
ey
h
ad
o
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th
e
is
s
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e
r
elate
d
to
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r
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d
ices.
W
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ile
th
e
d
ata
lar
g
el
y
r
ef
lects
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
f
air
n
es
s
,
s
o
m
e
r
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n
s
es
s
u
g
g
est
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b
tle
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ce
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s
o
f
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en
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ased
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eju
d
ice
am
o
n
g
a
s
u
b
s
et
o
f
s
tu
d
en
ts
.
Fo
r
in
s
tan
ce
,
th
e
s
tatem
en
t
“
I
o
f
ten
f
ee
l
t
h
at
p
r
eju
d
ice
e
x
is
ts
in
th
e
class
r
o
o
m
,”
r
ec
eiv
ed
a
W
m
o
f
2
.
3
5
,
in
d
icatin
g
th
at,
alth
o
u
g
h
th
e
m
ajo
r
ity
d
o
n
o
t
p
er
ce
iv
e
p
r
ej
u
d
ice,
a
m
in
o
r
ity
d
o
f
ee
l
it
ex
is
ts
.
Ad
d
itio
n
ally
,
“
I
g
et
m
o
r
e
h
elp
th
an
m
y
m
ale
p
ee
r
s
b
ec
au
s
e
o
f
m
y
g
en
d
e
r
,”
(
W
m
=2
.
5
6
)
s
u
g
g
ests
a
s
lig
h
t
p
er
ce
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tio
n
am
o
n
g
s
o
m
e
r
esp
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n
d
en
ts
th
at
g
en
d
er
m
ay
in
f
lu
e
n
ce
th
e
allo
ca
tio
n
o
f
s
u
p
p
o
r
t
in
th
e
class
r
o
o
m
.
R
esp
o
n
s
es
r
eg
ar
d
in
g
e
x
ter
n
al
ju
d
g
m
e
n
ts
,
s
u
ch
as
“
My
r
elativ
es
th
in
k
th
at
I
s
h
o
u
ld
b
e
in
th
is
s
p
ec
ializatio
n
b
ec
au
s
e
o
f
m
y
g
en
d
e
r
”
(
W
m
=2
.
0
6
)
an
d
“
Oth
er
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eo
p
le
d
o
n
’
t
th
in
k
th
at
I
s
h
o
u
ld
b
e
in
th
is
m
aj
o
r
b
ec
au
s
e
o
f
m
y
g
en
d
e
r
”
(
W
m
=2
.
2
3
)
,
f
u
r
th
e
r
r
e
v
ea
l
th
at
s
tu
d
en
ts
lar
g
ely
r
ejec
t th
e
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o
ti
o
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s
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th
e
f
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e,
th
is
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esear
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T
p
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m
s
.
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will
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m
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ic
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r
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tices
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at
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r
io
r
itize
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ity
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ity
,
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d
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.
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ally
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ltu
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DATA AV
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R
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Lu
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)
3231
RE
F
E
R
E
NC
E
S
[
1
]
S
.
C
e
l
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k
a
n
d
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.
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n
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-
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s
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o
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[
2
]
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.
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d
B
.
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[
3
]
E.
J
.
K
e
n
n
y
a
n
d
R
.
D
o
n
n
e
l
l
y
,
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Re
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[
4
]
J.
H
u
a
n
g
,
A
.
J
.
G
a
t
e
s
,
R
.
S
i
n
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t
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a
,
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n
d
A
.
-
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B
a
r
a
b
á
si
,
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a
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[
5
]
D
.
K
u
b
e
,
J.
W
e
i
d
l
i
c
h
,
K
.
K
r
e
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j
n
s,
a
n
d
H
.
D
r
a
c
h
sl
e
r
,
“
A
d
d
r
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ss
i
n
g
g
e
n
d
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r
i
n
S
TE
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c
l
a
ssr
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ms:
T
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me
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sc
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st
s’
e
x
p
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r
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s
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d
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a
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e
r
s i
n
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e
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n
y
,
”
Ed
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
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o
n
T
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9
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2
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2
4
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:
1
0
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7
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1
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9
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1
2
6
6
9
-
0.
[
6
]
L.
E
l
-
H
a
ma
msy
e
t
a
l
.
,
“
H
o
w
a
r
e
p
r
i
mary
sc
h
o
o
l
c
o
m
p
u
t
e
r
sci
e
n
c
e
c
u
r
r
i
c
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l
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f
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c
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b
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t
i
n
g
t
o
e
q
u
i
t
y
?
I
mp
a
c
t
o
n
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
,
p
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p
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n
o
f
t
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d
i
sci
p
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e
,
a
n
d
g
e
n
d
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g
a
p
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
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:
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1
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0
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4
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0
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3.
[
7
]
M
.
H
u
ssa
i
n
a
n
d
J.
M
.
J
o
n
e
s
,
“
D
i
s
c
r
i
mi
n
a
t
i
o
n
,
d
i
v
e
r
si
t
y
,
a
n
d
se
n
se
o
f
b
e
l
o
n
g
i
n
g
:
Ex
p
e
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n
c
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s
o
f
st
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d
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n
t
s
o
f
c
o
l
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r
,
”
J
o
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r
n
a
l
o
f
D
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v
e
rs
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y
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n
H
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,
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:
1
0
.
1
0
3
7
/
d
h
e
0
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0
0
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7
.
[
8
]
J.
L
e
e
,
V
.
B
.
S
h
a
p
i
r
o
,
J.
L
.
R
o
b
i
t
a
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l
l
e
,
a
n
d
P
.
L
e
B
u
f
f
e
,
“
G
e
n
d
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r
,
r
a
c
i
a
l
-
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t
h
n
i
c
,
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n
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m
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d
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sp
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r
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me
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h
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d
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s
,
”
J
o
u
rn
a
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f
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c
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Psy
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[
9
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S
.
J.
C
e
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i
,
S
.
K
a
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a
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d
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:
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,
”
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AP
P
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licy
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r
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elate
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ess
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g
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ice
with
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ac
ad
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ic
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s
.
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h
e
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lts
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ig
h
lig
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t
b
o
th
p
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s
itiv
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asp
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an
d
ar
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d
in
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s
ev
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al
c
r
u
cial
in
s
ig
h
ts
lis
ted
b
elo
w:
1.
Sens
e
o
f
belo
ng
ing
o
H
ig
h
belo
ng
ing
in
de
pa
rt
ments
.
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ty
-
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h
t
p
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ce
n
t
o
f
s
tu
d
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f
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in
clu
d
ed
with
in
th
eir
co
lleg
e
o
r
d
ep
ar
tm
e
n
t (
weig
h
t
ed
m
ea
n
o
f
4
.
1
1
)
,
in
d
icatin
g
a
g
en
er
ally
s
u
p
p
o
r
tiv
e
e
n
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o
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m
en
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o
L
o
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inclu
s
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in
m
a
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.
Desp
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ar
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g
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o
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ly
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2
%
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ir
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p
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if
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m
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s
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weig
h
ted
m
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f
3
.
7
0
)
,
s
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g
g
esti
n
g
p
o
ten
tial b
ar
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ier
s
at
th
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lev
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o
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ately
1
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s
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en
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ted
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lties
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th
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m
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in
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th
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d
f
o
r
ta
r
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et
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s
u
p
p
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r
t in
ter
v
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n
tio
n
s
.
'
2.
T
ea
ching
env
iro
nm
ent
o
O
v
er
a
ll
s
a
t
is
f
a
ct
io
n
.
Stu
d
e
n
ts
ex
p
r
ess
h
ig
h
s
atis
f
ac
tio
n
with
th
eir
ac
ad
em
ic
ex
p
er
ien
ce
s
(
weig
h
ted
m
ea
n
o
f
3
.
8
4
)
an
d
f
ee
l
r
esp
ec
ted
b
y
th
eir
p
r
o
f
ess
o
r
s
(
weig
h
ted
m
ea
n
o
f
4
.
2
6
)
,
s
u
g
g
esti
n
g
a
g
en
er
ally
p
o
s
itiv
e
ac
ad
em
ic
atm
o
s
p
h
e
r
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o
P
a
rt
icipa
t
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a
nd
re
present
a
t
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cha
lleng
es
.
So
m
e
s
tu
d
en
ts
s
tr
u
g
g
le
with
clas
s
p
ar
ti
cip
atio
n
(
m
ea
n
o
f
3
.
6
3
)
an
d
f
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l
u
n
d
e
r
r
ep
r
esen
ted
in
co
u
r
s
e
m
ater
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als
(
m
ea
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o
f
3
.
2
2
)
.
T
h
ese
f
ac
to
r
s
m
ay
h
in
d
er
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n
g
ag
em
e
n
t a
n
d
a
s
en
s
e
o
f
b
elo
n
g
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
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N:
2252
-
8
8
2
2
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xp
lo
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s
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el
o
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,
a
n
d
p
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d
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a
mo
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g
I
T
s
tu
d
en
ts
in
h
ig
h
er e
d
u
ca
tio
n
(
R
u
th
G.
Lu
cia
n
o
)
3233
3.
G
ender
d
is
cr
im
ina
t
io
n
o
P
er
ce
ptio
n
o
f
equa
l
t
re
a
t
m
e
nt
.
Mo
s
t
s
tu
d
en
ts
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eliev
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ee
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is
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s
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s
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m
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f
2
.
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2
)
an
d
d
is
co
m
f
o
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t
in
in
ter
ac
tio
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s
with
m
ale
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ee
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s
(
m
ea
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f
2
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eir
m
ajo
r
s
(
m
ea
n
o
f
2
.
5
0
)
,
p
o
i
n
tin
g
to
a
n
ee
d
f
o
r
i
n
cr
ea
s
ed
s
u
p
p
o
r
t
an
d
e
n
co
u
r
ag
em
en
t f
o
r
f
em
ale
s
tu
d
en
ts
.
4.
E
x
perience
d
prej
ud
ice
o
P
er
ce
ptio
ns
o
f
prej
ud
ice
.
W
h
ile
a
m
ajo
r
ity
d
o
n
o
t
p
er
ce
iv
e
s
ig
n
if
ican
t
p
r
eju
d
ice
(
m
ea
n
o
f
2
.
3
5
)
,
a
s
u
b
s
et
o
f
s
tu
d
en
ts
r
em
ai
n
s
c
o
n
ce
r
n
e
d
ab
o
u
t
its
p
r
esen
ce
.
Ad
d
itio
n
ally
,
1
8
%
o
f
s
tu
d
e
n
ts
f
ee
l
th
at
th
eir
g
en
d
e
r
in
f
lu
e
n
ce
s
th
e
s
u
p
p
o
r
t th
ey
r
ec
eiv
e
(
m
ea
n
o
f
2
.
5
6
)
.
Rec
o
m
m
enda
t
io
ns
T
o
f
o
s
ter
a
m
o
r
e
in
clu
s
iv
e
an
d
eq
u
itab
le
ac
ad
em
ic
en
v
ir
o
n
m
en
t,
it
is
es
s
en
tial
to
im
p
lem
en
t
tar
g
eted
s
tr
ateg
ies
th
at
ad
d
r
ess
th
e
id
en
tifie
d
ch
allen
g
es
r
elate
d
to
b
elo
n
g
i
n
g
n
ess
,
teac
h
in
g
d
y
n
am
ics,
an
d
g
e
n
d
er
d
is
cr
im
in
atio
n
am
o
n
g
s
tu
d
en
ts
.
1.
E
nh
a
nce
m
a
j
o
r
-
lev
el
i
nclus
i
o
n
.
Dev
elo
p
tar
g
eted
in
itiativ
es
to
im
p
r
o
v
e
s
tu
d
en
t
i
n
teg
r
at
io
n
with
in
s
p
ec
if
ic
m
ajo
r
s
,
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
,
esp
ec
ially
th
o
s
e
f
ac
in
g
g
en
d
e
r
-
r
elate
d
ch
allen
g
es,
r
ec
eiv
e
th
e
s
u
p
p
o
r
t t
h
ey
n
ee
d
.
2.
F
o
s
t
er
a
ct
iv
e
pa
rt
icipa
t
io
n
.
I
m
p
lem
en
t
tr
ain
in
g
f
o
r
f
ac
u
lty
to
cr
ea
te
m
o
r
e
in
clu
s
iv
e
class
r
o
o
m
d
y
n
am
ics
th
at
en
c
o
u
r
ag
e
ac
tiv
e
p
ar
ticip
atio
n
f
r
o
m
all
s
tu
d
en
ts
,
with
a
f
o
cu
s
o
n
b
u
ild
in
g
c
o
n
f
id
en
ce
an
d
co
m
f
o
r
t in
co
n
tr
ib
u
tin
g
to
d
is
cu
s
s
io
n
s
.
3.
Div
er
s
if
y
co
urs
e
m
a
t
er
ia
ls
.
R
ev
iew
an
d
r
ev
is
e
co
u
r
s
e
co
n
ten
t
to
en
s
u
r
e
it
r
ef
lects
th
e
d
iv
er
s
ity
o
f
th
e
s
tu
d
en
t
b
o
d
y
.
I
n
co
r
p
o
r
at
in
g
d
iv
er
s
e
p
e
r
s
p
ec
tiv
es
in
m
ater
ials
ca
n
h
elp
s
tu
d
en
ts
f
ee
l
m
o
r
e
r
ep
r
esen
ted
an
d
en
g
ag
ed
.
4.
M
o
nito
r
g
ender
dy
na
m
ics
.
C
o
n
d
u
ct
r
eg
u
lar
ass
ess
m
en
ts
o
f
clas
s
r
o
o
m
d
y
n
a
m
ics
an
d
s
tu
d
en
t
in
ter
ac
tio
n
s
to
id
en
tify
an
d
ad
d
r
ess
an
y
s
u
b
tle
f
o
r
m
s
o
f
g
en
d
er
b
ias.
E
s
tab
lis
h
in
g
p
ee
r
s
u
p
p
o
r
t
p
r
o
g
r
a
m
s
ca
n
also
h
elp
f
o
s
ter
a
m
o
r
e
in
clu
s
iv
e
atm
o
s
p
h
er
e.
5.
Su
pp
o
rt
s
t
ruct
ures
f
o
r
f
em
a
le
s
t
ud
ent
s
.
I
m
p
lem
en
t
m
en
to
r
s
h
ip
p
r
o
g
r
a
m
s
co
n
n
ec
tin
g
f
em
ale
s
tu
d
en
ts
with
r
o
le
m
o
d
els
an
d
lead
er
s
in
th
eir
f
ield
s
.
T
h
ese
s
tr
u
ctu
r
es
ca
n
em
p
o
wer
f
em
al
e
s
tu
d
en
ts
an
d
ad
d
r
ess
s
p
ec
if
ic
ch
allen
g
e
s
th
ey
f
ac
e.
6.
Cre
a
t
e
a
wa
re
nes
s
ca
m
pa
ig
n
s
.
Dev
elo
p
awa
r
en
ess
p
r
o
g
r
a
m
s
th
at
ad
d
r
ess
g
en
d
er
s
ter
eo
ty
p
es
an
d
p
r
o
m
o
te
eq
u
itab
le
tr
ea
tm
e
n
t
i
n
ac
ad
em
ic
s
ettin
g
s
,
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
r
esp
ec
t
an
d
s
u
p
p
o
r
t
f
o
r
all
s
tu
d
en
ts
.
Co
nclus
io
n
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tin
g
a
n
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
ac
ad
em
ic
en
v
ir
o
n
m
en
t f
o
r
all
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
ad
d
r
e
s
s
in
g
g
en
d
er
-
re
lated
c
h
allen
g
e
s
.
B
y
im
p
lem
en
tin
g
th
ese
r
ec
o
m
m
e
n
d
atio
n
s
,
ac
a
d
em
ic
in
s
titu
tio
n
s
ca
n
en
h
an
ce
s
tu
d
en
ts
'
s
en
s
e
o
f
b
e
lo
n
g
in
g
,
im
p
r
o
v
e
en
g
ag
em
e
n
t,
an
d
p
r
o
m
o
te
g
en
d
er
eq
u
ity
,
u
ltima
tely
co
n
t
r
ib
u
tin
g
to
a
m
o
r
e
e
q
u
itab
le
e
d
u
ca
tio
n
al
ex
p
e
r
ien
ce
.
C
o
n
tin
u
ed
r
esear
ch
a
n
d
p
r
o
ac
t
iv
e
m
ea
s
u
r
es
ar
e
ess
en
tial
to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
f
ee
l
v
al
u
ed
an
d
s
u
p
p
o
r
ted
in
th
eir
ac
ad
em
ic
j
o
u
r
n
e
y
s
.
B
I
O
G
RAP
H
Y
O
F
AUTHO
R
Ruth
G
.
Lu
c
ia
n
o
e
a
rn
e
d
h
e
r
B.
S
.
i
n
c
o
m
p
u
ter
sc
ien
c
e
a
n
d
m
a
ste
r
o
f
a
rts
in
Ed
u
c
a
ti
o
n
m
a
jo
r
in
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
m
e
n
t
a
t
t
h
e
M
.
V.
G
a
ll
e
g
o
F
o
u
n
d
a
ti
o
n
C
o
ll
e
g
e
s,
In
c
.
,
Ca
b
a
n
a
tu
a
n
Cit
y
in
2
0
0
1
a
n
d
2
0
0
4
,
re
sp
e
c
ti
v
e
l
y
.
S
h
e
fin
ish
e
d
h
e
r
P
h
.
D.
m
a
jo
r
i
n
Ed
u
c
a
ti
o
n
M
a
n
a
g
e
m
e
n
t
a
t
th
e
Nu
e
v
a
Ecij
a
Un
iv
e
rsi
ty
o
f
S
c
ien
c
e
a
n
d
Te
c
h
n
o
l
o
g
y
in
2
0
0
8
a
n
d
h
e
r
M
a
ste
r
o
f
In
fo
rm
a
ti
o
n
Tec
h
n
o
l
o
g
y
d
e
g
re
e
a
t
An
g
e
les
Un
iv
e
r
sity
F
o
u
n
d
a
ti
o
n
in
2
0
1
4
.
P
re
se
n
tl
y
,
s
h
e
is
a
n
a
ss
o
c
iate
p
r
o
f
e
ss
o
r
V
o
f
t
h
e
Co
ll
e
g
e
o
f
I
n
fo
rm
a
ti
o
n
a
n
d
C
o
m
m
u
n
ica
ti
o
n
s
Tec
h
n
o
l
o
g
y
a
t
t
h
e
Nu
e
v
a
Ecija
Un
iv
e
rs
it
y
o
f
S
c
ien
c
e
a
n
d
Tec
h
n
o
lo
g
y
(NEUST
)
,
w
h
e
re
sh
e
c
o
n
ti
n
u
e
s
t
o
s
h
a
p
e
t
h
e
traje
c
to
r
y
o
f
e
d
u
c
a
ti
o
n
a
n
d
tec
h
n
o
lo
g
y
b
y
m
e
n
to
rin
g
a
n
d
g
u
id
i
n
g
t
h
e
IT
fa
c
u
lt
y
a
n
d
st
u
d
e
n
t
-
re
se
a
rc
h
e
rs.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
rc
g
l
u
c
ian
o
@
g
m
a
il
.
c
o
m
;
rc
g
lu
c
ian
o
@
n
e
u
st.e
d
u
.
p
h
.
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