Discipline: Social, Behavioral, and Economic Sciences
Subcategory: Computer Science & Information Systems
Jasmine Lambert - Norfolk State University
Background: Although men and women often have similar intellectual capabilities, they may excel in different fields because of gendered approach in the learning environment. This study analyzes gender differences in educational training by focusing on the effect of the delivery Socio-Cybersecurity teaching modules to a sample of undergraduate students. The Socio-Cybersecurity modules integrated cybersecurity concepts and practices in sociology and criminal justice courses. The premise of the integration effort is that students would have better learning outcomes if they taught using hands-on (experiential) techniques.Methodology: A Tracer Study was utilized to collect data from students who previously were taught one or more of the eight Socio-Cybersecurity modules. The quantitative design used online and face-to-face surveys to collect data from 135 students at Norfolk State University. The respondents included 89 females and 46 males who have. Students were from one of the following social science majors: Sociology, Psychology, Social Work, or Interdisciplinary Studies. Cross-tabulation & Chi-Square test within Statistical Packages for the Social Sciences (SPSS) was used to analyze the data.Hypothesis: There are difference learning outcomes for the Socio-Cybersecurity modules across gender.Results: Statistical analysis results indicate that more students have benefited from attending the cybersecurity teaching modules. No statistically significant relationship between gender and the effects of teaching modules (chi-square test = .165, df = 2, p =.89) resulted. 40% of males and vs 42.9% of females felt they were more cyber aware due to the cybersecurity modules teaching from NSU. 22.5% of males and 23.4% females didn’t feel they were more cyber aware from courses. Chi-Square test with SPSS analysis from data collected among 135 NSU students indicate a very weak relationship between gender and the effects of educational cybersecurity teaching modules.
Funder Acknowledgement(s): National Science Foundation- Excellence in Research.
Faculty Advisor: Yuying Shen, PhD., email@example.com
Role: I conducted interviews and transcribed data.