The L.A.S.S. scale for assessing students' academic self-views, a scale
already developed and administered to upper-level university students,
has been administered to a series of first-year classes at the university,
in order to obtain data on freshmen and sophomore students [ LASS Online
Disconnected ]. With these new data, we now have information on over 1500 university
students, spanning the levels of freshman to senior. This makes it possible
to examine patterns of divergence and convergence of women's and men's
views regarding their current and possible academic self-views across
levels of university experience. The data have been entered into computer
files and have been analyzed.
Data on the L.A.S.S. have also been collected from two high school samples
from Tennessee, one from upper New York State and one from southwest Virginia.
We are looking for several other school boards to try to find additional
high school samples. The high school data, collected thus far, have also
been entered into computer files and are being analyzed.
Further details have been provided via on-campus presentations.
The L.A.S.S. forms the basis for research on students' current and possible,
academic self-views. It is currently available online for Radford University
This research has been funded, in part, by a two year grant from the Saint
Albans Foundation, by the Radford
University Foundation and through material and technical support
from the Department of
Psychology. The Center for Gender Studies and the Director greatly
appreciate this support and thank the Foundation for their funding.