“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

Abstract

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to

Effective measures to foster girls’ interest in secondary computer science education

“…This situation leads to even fewer opportunities to gain experience and increase their confidence with computers, which can be observed among girls as well as among less experienced boys. When students, whether girls or boys, fall into this vicious circle (Wieselmann et al 2020), it is not very likely they escape it without the explicit initiative of the school and parents who would create an engaging environment effectively pulling these kids back in CS education. As girls fall in this vicious circle more often than boys, it is natural to ask, what the girl-friendly CS education environment looks like, what requirements it poses on the curriculum, culture, and the overall environment (RQ3).…”

Participation in Small Group Engineering Design Activities at the Middle School Level: An Investigation of Gender Differences

“…In addition, researchers used a coding protocol based on Jovanovic and King's [65] protocol that examined student participation in small group science activities. The science-focused protocol was modified and expanded upon to include performance enactments of integrated STEM and engineering activities [98]. The final coding protocol consisted of 33 performance enactments, including both verbal and non-verbal means of participation (see Appendix A).…”

“Because I’m Not Always Constantly Getting Everything Right”: Gender Differences in Engineering Identity Formation in Elementary Students

“…We know from prior research that development of an engineering identity is critical in supporting and encouraging youth participation in future engineering experiences [5], [7] and so focusing on questions around how and in what ways early engineering identity forms is critical. We know from previous research that girls and boys experience engineering in different ways [3], [22], but don't yet understand what specific aspects of the learning environment might be affecting these gendered ways of participating and how those might affect engineering identity development. As early as elementary school, we see gender differences in participation [16] which suggests a need for attention to practices and experiences which promote equity in engineering participation and identity development.…”

“…Moote et al [15] found genderlinked disparities in career aspirations in engineering, positing that this disparity shows how the traditional branding of engineering as masculine is still greatly affecting students' relationships to engineering. Some studies have found instances of gatekeeping in engineering, where young boys try to assert that engineering is not a female space, taking control of projects and not collaborating with female group members [3], [15]. Girls must navigate difficult-to-access, traditionally male spaces, and reconcile performance of engineering and feminine identities, which are considered socially incompatible, in order to construct an engineering identity [15].…”

“…Within the nascent field of pre-college engineering education, the ways in which elementary engineering experiences may support the formation of engineering identities in young children are not well understood [2]. What is known about formative experiences in engineering is that participation tends to be gendered [3], with girls and boys engaging in and reflecting on engineering activities in different ways. This paper focuses on identity, as developing a strong engineering identity, or sense of belonging in engineering, is essential to pursuing and persisting in the field.…”