Curricular Influences on Female Afterschool Facilitators’ Computer Science Interests and Career Choices

Koch, Melissa; Gorges, Torie

doi:10.1007/s10956-016-9636-2

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…It is therefore necessary for teachers and didactic materials to raise awareness of women’s contributions to the STEM field across the different stages of the educational system. In addition, afterschool curricular STEM activities could be designed to increase both boys’ and girls’ interest in STEM fields by making them more accessible and familiar (Koch and Gorges, 2016). Inviting STEM professionals into schools to talk to students about the day-to-day work they carry could be a good strategy for this purpose.…”

Section: Discussionmentioning

confidence: 99%

Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study

et al. 2019

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The present qualitative study analyzes how a group of young people already involved in STEM fields perceive the prototypical person working in STEM. Gender differences between participants in technological and non-technological STEM fields were analyzed. A total of 27 young people (59.3% women) took part in the interviews (Mean Age = 25.48 years). Of them, 16 participants were working in STEM professions, and 11 were enrolled in the final courses of STEM degrees. The results of the content analysis were examined in light of social role theory and the multidimensional structure of gender stereotypes. Men in these fields were therefore attributed an unappealing and weird physical appearance. Some female participants linked STEM professionals’ intellectual abilities to the stereotype that men have higher abilities in these fields. Whereas females attributed effort and perseverance to STEM professionals’ intellectual aptitudes, males referred to the development of soft skills. Participants in technological STEM fields connected the stereotype of being a ‘weirdo’ to a boring job, whereas those in non-technological fields linked it to their unconventional character. Some participants were disappointed by a lack of correspondence between expectations and the actual job STEM professionals do. Moreover, females in technological STEM fields commented on the job’s low social impact, while males mentioned low attainment of technical qualifications. Most referents in STEM fields were masculine, some of whom were present in the mass media. The practical implications of the findings are discussed.

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Section: Discussionmentioning

confidence: 99%

Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study

et al. 2019

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“…The subcategory of teacher bias was a factor that influenced the expectations and perceptions of teachers toward girls and women in STEM subjects. According to Andersen [85], disentangling instrumental and expressive aspects of gender inequality in STEM subjects can be reduced by discouraging teachers' gender bias while improving cultural capital [60]. However, teachers' bias may also have positive effects on the behavior of teachers who teach STEM subjects to girls depending on how they use their bias to motivate and challenge their students in STEM subjects, for example the use of grades to categorize girls in different classes and give them differentiated support.…”

Section: Teachers Biasmentioning

confidence: 99%

“…• Discourage teachers' gender bias and improve on the cultural capital. [85] Environment Teachers competence • Build IT to influence facilitators' interest and confidence in STEM. [49] • Develop interventions to increase girls' participation in math and science.…”

Section: Conflict Of Interest Statementmentioning

confidence: 99%

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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“…Studies which do observe informal teachers who did not necessarily go through formal teacher education do not necessarily emphasize teacher progress. Koch and Gorges (2016) studied several women STEM facilitators working in an informal setting who came from different educational backgrounds and interests. Although their work did not focus on how these facilitators developed as teachers, it did show how they had all experienced a level of professional growth and developed their STEM identities because of the STEM course they had taught.…”

Section: Introductionmentioning

confidence: 99%

Understanding STEM teacher learning in an informal setting: a case study of a novice STEM teacher

Kim

Keyhani

2019

RPTEL

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Research into informal STEM education over the past years has shown that informal learning environments increase students' learning in STEM. However, how STEM teachers learn in an informal setting remains unclear. Such educators who work in informal settings are not all required to have undergone teacher education or professional development, and their progress may differ from other teachers' experiences. As a result, it is important to observe and understand the path such teachers take to see how they develop their teacher identities. Drawing upon Baxter Magolda's (Making their own way: Narratives for transforming higher education to promote self-development, 2004) self-authorship framework, this qualitative case study explores the progress of one informal STEM teacher throughout her first class by qualitatively analyzing her journals, lesson plans, and artifacts. The teacher's journey progresses towards self-authorship in a nonlinear way with multiple signs of the epistemological, intrapersonal, and interpersonal dimensions of the framework being deeply interconnected to one another. Implications for STEM teacher education within the context of informal STEM education are discussed.

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Curricular Influences on Female Afterschool Facilitators’ Computer Science Interests and Career Choices

Cited by 9 publications

References 31 publications

Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study

Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Understanding STEM teacher learning in an informal setting: a case study of a novice STEM teacher

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