A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces

Hughes, Roxanne; Schellinger, Jennifer; Billington, Barbara L.; Britsch, Brenda; Santiago, Alicia

doi:10.15695/jstem/v3i1.16

Cited by 11 publications

(7 citation statements)

References 46 publications

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“…Between the morning and afternoon workshops, all participants were provided lunch as a female STEM academic gave a keynote address. These experiential elements reflect best practices in fostering gender equity in STEM (see Hughes et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

Hite

Spott

2022

JSTEM

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Section: Methodsmentioning

confidence: 99%

Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

Hite

Spott

2022

JSTEM

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“…Так, использование проектного метода обучения девочек в области технических и естественных наук, например, по астрономии заметно влияет на их мотивацию и степень вовлеченности в деятельность в областях STEM (Isaacson et al, 2020;. Считается, что применение полоориетированных подходов в обучении способствует созданию психологического комфорта и появлению чувства безопасности у учащихся (Baker, 2013;Haussler & Hoffmann, 2002;Hughes et al, 2020).…”

Section: Introductionunclassified

The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan

Lebedeva¹,

Ismatullina²,

Sheymardanov³

et al. 2022

E&SD

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Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher's pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I - the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II - evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.

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“…Informal STEM education programs (e.g., summer camps) can play a crucial role in sparking and maintaining the interest of young people in STEM and STEM careers (Chan et al, 2020;Hughes and Roberts, 2019;Riedinger and Taylor, 2017;Roberts and Hughes, 2019). These programs provide opportunities for youth to engage in authentic STEM inquiry where they can meet role models and develop STEM skills in a safe and nurturing environment (Barron and Bell, 2015;Dahn and DeLiema, 2020;Hughes et al, 2020;King and Pringle, 2018;Schmidt et al, 2020). Most research and practitioner papers have focused on the hands-on and in-person engagement that benefits participating students (Hughes et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…These programs provide opportunities for youth to engage in authentic STEM inquiry where they can meet role models and develop STEM skills in a safe and nurturing environment (Barron and Bell, 2015;Dahn and DeLiema, 2020;Hughes et al, 2020;King and Pringle, 2018;Schmidt et al, 2020). Most research and practitioner papers have focused on the hands-on and in-person engagement that benefits participating students (Hughes et al, 2020). Hence, when COVID-19 shut down in-person programs across the world, we as practitioners were in unknown territory.…”

Section: Introductionmentioning

confidence: 99%

Unknown Territory: K-12 STEM Summer Exploration through Zoom

Roberts

Villa

Hughes

2021

JSTEM

Self Cite

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When COVID-19 shut down in-person programs across the world in 2020, we (the National High Magnetic Field Laboratory (MagLab)) as practitioners were in unknown territory. This paper outlines the structure of a 10-week online Summer Exploration Series (SES) program along with the evaluation performed by staff at the MagLab in 2020. The goal of the SES program was to increase youth's interest in STEM and knowledge of STEM careers relevant to materials science. Each week included live and asynchronous components. All of the participants (n=86) rated the program as above average or higher, crediting the program with teaching them about new STEM careers/topics and increasing their interest in STEM. Our evaluation indicated that the live sessions, particularly those that offered more opportunities for interaction, were rated higher than the asynchronous sessions, providing evidence to the benefits of live -even if online -sessions on increasing interest in STEM. The lessons learned through the program can inform other organizations as we continue into the new normal.

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A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces

Cited by 11 publications

References 46 publications

Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan

Unknown Territory: K-12 STEM Summer Exploration through Zoom

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