Improving Elementary School Girls Attitudes, Perceptions, and Achievement in Science and Mathematics: Hindsights and New Visions of the Sisters in Science Program as an Equity Reform Model

Richardson, Greer M.; Hammrich, Penny L.; Livingston, Beverly

doi:10.1615/jwomenminorscieneng.v9.i34.80

Cited by 9 publications

(13 citation statements)

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“…Most students had the perception that girls participated more in single-gender groups than they did in mixed-gender groups. This corroborates with existing research which has concluded that boys tend to control participation in mixed-gender groups because they tend to be more dominant (Richardson, Hammrich & Livingston 2003). Booth and Nolen (2012) examine the impact of school environment on attitudes to competition.…”

Section: Discussionsupporting

confidence: 89%

Effects of Lab Group Sex Composition on Physics Learning

Shi

Wang

et al. 2015

EURASIA J MATH SCI T

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The aim of this study was to investigate the effects of the gender composition of university physics laboratory groups on student self-efficacy and quiz performance. Students from a Chinese university was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction and at the end of one semester. Students' self-efficacy and scores on laboratory quizzes were assessed. In this study, no statistically significant differences for the male students' selfefficacy gain and average laboratory quiz scores in the two types of team organization were found. In contrast, the female students' self-efficacy gain and lab quiz mean scores from same-sex teams were higher than ones from coed teams. So it delivered some messages to physics instructors and physics education researchers: Single-sex lab team education is beneficial for female students.

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Section: Discussionsupporting

confidence: 89%

Effects of Lab Group Sex Composition on Physics Learning

Shi

Wang

et al. 2015

EURASIA J MATH SCI T

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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%

“…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).…”

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

confidence: 99%

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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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“…Without formative interventions and experiences, underserved students may begin their postsecondary education underestimating their abilities and lacking a clear picture of the STEM workforce and those who participate 3,10 . The importance of addressing this gap and the relevance of pre-college interventions has been recognized by educators, as indicated by the creation and expansion of STEM intervention programs.…”

Section: Introductionmentioning

confidence: 99%

Engaging Pre-college Minority Students at a Technical Engineering Research Conference

Cruz-Gonzalez

Sobek

Abel³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Tizoc Cruz-Gonzalez is a Ph.D candidate in mechanical engineering focusing on design with smart materials at the University of Michigan. His research focuses on model-based design of dielectric elastomer devices. He received his Bachelor of Science from the Massachusetts Institute of Technology. After receiving his degree, Tizoc worked for five years as an aerospace engineer and as a Presidential Campaign Field Organizer in 2008. Ultimately, Tizoc desires to expand his research into advancing smart material technology, while continuing his work to recruit and retain underserved students in STEM fields. Sarah Rose Sobek, University of MichiganEarned her Master of Arts degree in Higher Education, with a concentration in public policy, from the University of Michigan-Ann Arbor. Currently works as an academic advisor with the College of Engineering at the University of Michigan, and is passionate about engineering education research. Engaging Pre-college Minority Students at a Technical Engineering Research ConferenceAbstract Increasing diversity in the science, technology, engineering, and math (STEM) workforce and attracting diverse students into STEM disciplines have become issues of national importance. One method to aid in achieving this goal is through offering pre-college interventions to underserved students. This paper discusses and examines a novel pre-college STEM intervention that occurs at a technical engineering research conference. The intervention consists of a miniworkshop that has six components: (1) an introduction of graduate student mentors, (2) a general introduction to the engineering field of Smart Material and Structures through a PowerPoint presentation and live demonstrations of smart materials, (3) a low-cost design and build engineering activity that uses smart materials to demonstrate the applicability of the field of research, (4) an interactive tour of the conference hardware competition which provides concrete examples of cutting edge research, (5) a small group Q&A with graduate students engaged in research, and finally (6) a panel discussion with diverse research faculty committed to postsecondary engineering education. The challenges associated with this approach to outreach, the advantages of incorporating a STEM intervention into a technical research conference, and successful methods for locating a group of underserved students are discussed. In addition, the scale and impact of the intervention are evaluated through open-ended and quantitative surveys. The survey results document the positive student reaction to this intervention. The positive student feedback and logistics discussed in this paper demonstrate the feasibility of adoption of a similar outreach model at other technical conferences.

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Improving Elementary School Girls Attitudes, Perceptions, and Achievement in Science and Mathematics: Hindsights and New Visions of the Sisters in Science Program as an Equity Reform Model

Cited by 9 publications

References 0 publications

Effects of Lab Group Sex Composition on Physics Learning

Effects of Lab Group Sex Composition on Physics Learning

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

Engaging Pre-college Minority Students at a Technical Engineering Research Conference

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Improving Elementary School Girls Attitudes, Perceptions, and Achievement in Science and Mathematics: Hindsights and New Visions of the Sisters in Science Program as an Equity Reform Model

Cited by 9 publications

References 0 publications

Effects of Lab Group Sex Composition on Physics Learning

Effects of Lab Group Sex Composition on Physics Learning

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

Engaging Pre-college Minority Students at a Technical Engineering Research Conference

Contact Info

Product

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Improving Elementary School Girls Attitudes, Perceptions, and Achievement in Science and Mathematics: Hindsights and New Visions of the Sisters in Science Program as an Equity Reform Model