Girls Entering Technology, Science, Math and Research Training (Get Smart): A Model for Preparing Girls in Science and Engineering Disciplines

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

doi:10.1615/jwomenminorscieneng.v7.i1.50

Cited by 6 publications

(6 citation statements)

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“…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). …”

Section: Addressing Under-representation With Program Interventionsmentioning

confidence: 99%

“…In practice and in the literature, programs range from after-school clubs (e.g., Mawasha et al, 2001; Richardson et al, 2003; Thompson, 2002) and summer camps (e.g., Kort, 1996; McShea and Yarnevich, 1999; Lam et al, 2000; O’Brien et al, 1999; Rea-Poteat and Martin, 1991) to residential plans (e.g., Atwater et al , 1999; Jayaratne et al, 2003). 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).…”

Section: K-12 Stem Intervention Programs: What Do They Look Like?mentioning

confidence: 99%

“…Most common among these was a lack of a proper control group; twenty-five of the programs reviewed lacked a control group altogether, while others used poorly matched comparison groups (e.g., Campbell et al, 1998). The next most common issue was a failure to administer a baseline, preprogram assessment or survey, and instead reporting program successes, attitudinal and/or academic, based only on postprogram measures and surveys (e.g., Bartsch et al, 1998; Mawasha et al, 2001; Rea-Poteat and Martin, 1991). Without a pre–post comparison, even qualitative evaluations fail to provide the learning-process insights that Lawrenz and Huffman (2006) argued make them valid tools for evaluating programs.…”

Section: Program Evaluationsmentioning

confidence: 99%

See 2 more Smart Citations

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

Valla

Williams²

2012

J Women Minor Scien Eng

126

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The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. “Now more than ever, the nation’s changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia.”—Irving P. McPhail..

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Section: Addressing Under-representation With Program Interventionsmentioning

confidence: 99%

Section: K-12 Stem Intervention Programs: What Do They Look Like?mentioning

confidence: 99%

Section: Program Evaluationsmentioning

confidence: 99%

See 1 more Smart Citation

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

Valla

Williams²

2012

J Women Minor Scien Eng

126

View full text Add to dashboard Cite

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“…29 Female high-school students participating in the GET SMART (Girls Entering Technology, Science, Math, and Research Training) program attend workshops on equity issues and science-related careers led by female scientists. 30 The MentorNet e-mail program links female undergraduate and graduate students in the sciences with successful graduates working at organizations like DuPont, Sun Microsystems, AT&T, and Intel. 31 During "All Girls' Mondays," part of the Boston's Computer Clubhouse project, inner city girls learn computer skills from female mentors.…”

Section: Introductionmentioning

confidence: 99%

Science in Cyberspace: Science and Engineering World Wide Web Sites for Girls

Steinke

2004

Public Underst Sci

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In the absence of real-life role models, images of women scientists and engineers on the World Wide Web can be important sources of information about women in science, engineering, and technology. This study analyzed the content of 27 science and engineering Web sites for girls and examined recurring themes in 168 of the biographies of women scientists and engineers found on these sites. Most of the Web sites included information about scientific, engineering, and technological disciplines and presented occupational information-information shown to be important for increasing girls' interest in these areas. The biographies of women scientists and engineers found on these Web sites addressed issues concerning parental attitudes, acceptance by male colleagues, and family-friendly policies in workplacesissues shown to be related to girls' future interest in careers in science, engineering, and technology. By providing detailed information about the experiences and personal lives of women scientists and engineers, the biographies on these Web sites may be useful in countering existing cultural stereotypes of women scientists and engineers and initiating changes in perceptions needed to narrow the gender gap in science, engineering, and technology.

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“…The program design of Camp Reach encompasses research-based best practices for engineering outreach programs for girls. 3,6,7 The following strategies and messages underpin the program:…”

Section: Goals and Strategiesmentioning

confidence: 99%

Long Term Effects Of A Middle School Engineering Outreach Program For Girls: A Controlled Study

Hubelbank¹,

Demetry

Nicholson

et al.

2007 Annual Conference &Amp; Exposition Proceedings

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Reach was one of her recent evaluation clients. Her teaching and research interests include assessment in higher education, creating a culture of evaluation use, evaluation capacity building, and educational technology. Chrysanthe Demetry, Worcester Polytechnic Institute CHRYSANTHE DEMETRY is Associate Professor of Mechanical Engineering and Director of the Center for Educational Development and Assessment at Worcester Polytechnic Institute. She co-founded Camp Reach and has co-directed the program from 1997-98 and 2003-present. Her teaching and research interests include use of educational technology, classroom formative assessment, development of intercultural sensitivity, and K-12 engineering outreach. She received the ASM Bradley Stoughton Award for Young Teachers in 2000 and WPI's Trustees' Award for Outstanding Teaching in 2002.

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Girls Entering Technology, Science, Math and Research Training (Get Smart): A Model for Preparing Girls in Science and Engineering Disciplines

Cited by 6 publications

References 0 publications

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

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

Science in Cyberspace: Science and Engineering World Wide Web Sites for Girls

Long Term Effects Of A Middle School Engineering Outreach Program For Girls: A Controlled Study

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