Table 1.
Characteristics of the sample.
Fig 1.
Impact of a gender-diverse syllabus on self-efficacy, by students’ gender.
Results are from a logistic regression model predicting perceived likelihood of success in the course (coded as reporting a 4 or a 5 on a 1–5 scale), controlling for gender as well as orientations toward quantitative and qualitative methods, which are correlated with both gender and course-related self-efficacy (see S1 File for further discussion). The figure shows 76% confidence intervals; visual comparison of two 76% CIs is equivalent to a single 90% test [64, 65].
Fig 2.
Impact of attitudes toward diversity on students’ responses to a gender-diverse syllabus.
Results are from a logistic regression model predicting perceived likelihood of success in the course (coded as reporting a 4 or a 5 on a 1–5 scale), controlling for gender as well as orientations toward quantitative and qualitative methods, which are correlated with both gender and course-related self-efficacy (see S1 File for further discussion). The figure shows 84% confidence intervals; visual comparison of two 84% CIs is equivalent to a single 95% test [64, 65].
Table 2.
Summary statistics for dependent variables and key independent variables, by respondent gender.
Fig 3.
Impact of gender and attitudes toward diversity on having female role models.
Results are predicted probabilities from a logistic regression model predicting likelihood of having a female role model (see S1 File for models). The figure shows 84% confidence intervals; visual comparison of two 84% CIs is equivalent to a single 95% test [64, 65].
Table 3.
Correlates of general academic self-efficacy (OLS).