Building a Network to Support Girls and Women in Science, Technology, Engineering, and Mathematics

Influence of Precollege Experience on Self-Concept Among Community College Students in Science, Mathematics, and Engineering

“…The research studies on students in science, mathematics, and engineering at the secondary (Carlone, 2003;Drake, Clewell, & Sevo, 2002;Spears, Dyer, Franks, & Montelone, 2004) and postsecondary levels (Huang & Brainard, 2001;Hughes, 2000;Wyer, 2003) are extensive in theoretical and conceptual approaches. For instance, the application of the differential coursework hypothesis (Ethington & Wolfle 1984, 1986Nora & Horvath, 1990;Nora & Rendón, 1990;Pallas & Alexander, 1983), the spatial visualization (Fennema & Sherman, 1977;Sherman, 1980Sherman, , 1982Sherman, , 1983, the expectancy-value theory (Lips, 1995), and the college impact on retention (Pascarella, Smart, Ethington, & Nettles, 1987) were used in the past studies.…”

General Trends In Engineering Education Support The Participation Of Women

“…The main theme throughout most of literature reviewed was the value of intervention at each academic level in preparing women and minorities for the next level: elementary school to middle school, middle school to high school, high school to undergraduate studies and on into graduate, doctorial and post-doctorial studies and finally into academia (faculty) and industry. [5,6,13,15,29,31,42,44,47,50,52,54] "Particular attention must be paid to transition points along that continuum…because women and minorities leave the engineering path at each of these transitions in greater proportions than non-minorities and men". [13, p. 79] Interventions can be applied in many ways to include networking, mentoring, hands-on experience, collaborative/team work, relating STEM to real-life, and promoting the social relevance of STEM fields.…”

“…[4,24,29,51,52] Women and minorities usually do not possess the same types of experiences that white males do entering into college because of lack of resources in their schools, lack of interest in STEM fields (possibly because the social relevance is not clear), or lack of awareness of STEM fields. [3,12,21,30,35,47] Partnering of middle or high school faculty with university faculty to explore strategies for integrating science and engineering into the classrooms is a critical component of intervention. [10,17] Also, the partnering of academic and work-based intervention programs can show young women and minorities future career opportunities while also providing role models.…”

“…[51] Family support plays a key role in the level of interest shown by women and minorities in STEM fields. [15,27,47] "[P]arents and teachers…play a strong role in the development of students' self-concept, perceptions, expectancies, and values". [21] Recruiting and out-reach programs can help in making STEM careers more attractive to women and minorities by addressing work/life balance.…”

“…[3,4,8,11,28,42,48,49] Natural and biological sciences have a higher percentage of women faculty, graduate students, and undergraduate students than do math, computer science or engineering. [1,16,30,32,47,52] Because of global competitiveness, social needs and the workforce shortage, a diversified STEM workforce is needed in the United States. [8,13,35,44,50] As Busch-Vishniac and Jarosz stated, "diversity is now seen as a business necessity driven by two primary factors: First, the globalization of business and the need to have an employee base that is both comfortable and accepted in a wide variety of cultures; and second, the desire to have a broad range of perspectives and experiences to enhance the function of engineering design so critical to product development".…”