Fledge-Ling: A Science Program for Girls

Increasing Achievement and Higher-Education Representation of Under-Represented Groups in Science, Technology, Engineering, and Mathematics Fields: A Review of Current K-12 Intervention Programs

“…Without intervention, these STEM experiences can be lacking or, worse, negative for females and minorities. Without intervention, elementary school students from under-represented groups may be underexposed to STEM (Fadigan and Hammrich, 2004; Kort, 1996; Marshall and Buckingham, 1995; Richardson et al, 2003), disinterested in science and math by their teens (Atwater et al, 1999; Bartsch et al, 1998; Benore-Parsons et al, 1995; Rea-Poteat and Martin, 1991), underestimate their science and math abilities before leaving high school (Haussler and Hoffman, 2002; Riesz et al, 1994; Steele and Aronson, 1995), and begin college with misconceptions about STEM careers, what it takes to pursue one, and what sorts of people choose these careers (Atwater et al, 1999; Eccles, 2007; Mawasha et al , 2001). …”

“…Approaches vary from providing positive experiences in science and math (e.g., Bartsch et al, 1998; Kort, 1996; Marshall and Buckingham, 1995; Richardson et al, 2003; Kahle and Damnjanovic, 1994) and exposing students to STEM role models and career possibilities (Benore-Parsons et al, 1995; Campbell et al, 1998; Jayaratne et al, 2003; O’Brien et al, 1999; Rea-Poteat and Martin, 1991), to assisting students in early STEM “gateway” courses (Atwater et al, 1999; McShea and Yarnevich, 1999). Level of selectivity among programs varies from meeting basic eligibility criteria, such as age or sex (Baker et al, 1999), to more intensive selection procedures and criteria, such as having a high GPA and submitting multiple letters of recommendation (Miller et al, 2007).…”

“…Level of selectivity among programs varies from meeting basic eligibility criteria, such as age or sex (Baker et al, 1999), to more intensive selection procedures and criteria, such as having a high GPA and submitting multiple letters of recommendation (Miller et al, 2007). Stated program goals range from general goals such as increasing interest in science (e.g., Bartsch et al, 1998; Kahle and Damnjanovic, 1994; Marshall and Buckingham, 1995; Thompson, 2002) to those that are highly targeted such as producing STEM professionals from under-represented groups (Hanks et al, 2007). …”

“…Programs targeting elementary and junior high school students tend to focus on instilling and maintaining interest, self-confidence, and experience with science and math (Bartsch et al, 1998; Benore-Parsons et al, 1995; Haussler and Hoffman, 2002; Rea-Poteat and Martin, 1991; Riesz et al, 1994), while keeping in mind the long-term goal of increasing STEM representation in higher education and careers. As students progress through these early school years, they form identities related to future career interests (Baker et al, 1999; Bartsch et al, 1998; Benore-Parsons et al, 1995; Kahle and Damnjanovic, 1994; Kort, 1996; Marshall and Buckingham, 1995; Rea-Poteat and Martin, 1991; Richardson et al, 2003).…”

“…As students progress through these early school years, they form identities related to future career interests (Baker et al, 1999; Bartsch et al, 1998; Benore-Parsons et al, 1995; Kahle and Damnjanovic, 1994; Kort, 1996; Marshall and Buckingham, 1995; Rea-Poteat and Martin, 1991; Richardson et al, 2003). Later, during high school years, students make important math and science gateway course choices that have a substantial impact on their interest in pursuing STEM majors at the postsecondary level, and on how well prepared they are for these majors (Atwater et al, 1999; McShea and Yarnevich, 1999).…”