The Differential Effects Of Female Only Vs. Co Ed Enrichment Programs On Middle School Students' Attitudes Toward Science, Mathematics And Engineering

Hirsch, Linda; Carpinelli, John; Kimmel, Howard; Rockland, Ronald; Bloom, Joel

doi:10.18260/1-2--1685

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Involving STEM-professional volunteers in K-12 educational programming can enhance authenticity and support student outcomes (Gamse et al, 2017). Practicing and/ or retired STEM professionals may enact a variety of roles across diverse program models, including leading or supporting inquiry-based activities (Bachrach et al, 2010;Countryman & Olmsted, 2012), serving as role models and mentors (Richardson et al, 2003;Smith & Erb, 1986), and presenting or teaching content (Hirsch et al, 2007;Nadelson & Callahan, 2011). Engagement with STEM professionals also supports a variety of STEM-related student outcomes such as attitudes and beliefs (Bachrach et.…”

Section: Stem-professional Volunteersmentioning

confidence: 99%

“…Engagement with STEM professionals also supports a variety of STEM-related student outcomes such as attitudes and beliefs (Bachrach et. al., 2010;Koch et al, 2010); achievement; skills; knowledge (Hirsch et al, 2007;Lee-Pearce et al, 1998); career awareness; and enrollment and persistence in post-secondary STEM courses (Clewell et al, 2005;Melchior et al, 2005).…”

Section: Stem-professional Volunteersmentioning

confidence: 99%

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Enhancing PBL authenticity by engaging STEM professional volunteers

Nicholas¹,

Scribner²

2021

ijpbl

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The article profiles a project addressing a central issue in reform-driven STEM education – the need to align educational experiences with real-world STEM. We profile an interdisciplinary project which aimed for authenticity by: 1) purposefully designing an authentic PBL project and 2) incorporating STEM professional volunteers as facilitators. Volunteers enhanced authentic elements of the project task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.

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Section: Stem-professional Volunteersmentioning

confidence: 99%

Section: Stem-professional Volunteersmentioning

confidence: 99%

Enhancing PBL authenticity by engaging STEM professional volunteers

Nicholas¹,

Scribner²

2021

ijpbl

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STEM initiatives matter: results from a systematic review of secondary school interventions for girls

Prieto

Sincock

Blackmore

2020

International Journal of Science Education

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A comparison of single and mixed gender engineering enrichment programs for elementary students

Hirsch

Heyman

Cano

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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The Center for Pre-College Programs at New Jersey Institute of Technology sponsors a series of summer enrichment programs designed to increase academically talented students' interest in the fields of science, technology, engineering and mathematics (STEM). Programs such as these can be instrumental in informing young students about careers in engineering and technology and helping ensure they receive the academic background required to prepare for these careers in college. One of the programs has been designed specifically for young girls in an effort to increase the number of women interested in engineering and other technological careers. Although there is much debate about the relative effectiveness of female-only programs, previous research comparing aspects of our female-only program to equivalent mixed-gender programs has shown that they can be particularly effective in reaching young girls, influencing their perceptions of engineers and attitudes toward engineering as a career. The addition of equivalent male-only programs has prompted additional research comparing changes in students' perceptions of engineers and attitudes toward engineering, as well as increases in learning and content knowledge. The three different gender grouped programs (female-only, male-only and mixed-gender) were identical in content. The single gender programs within the same grade were taught by the same teacher. Although the mixed gender programs were taught by a different teacher the curriculum was exactly the same. In addition to objective measures of effectiveness, teachers were interviewed to collect qualitative data about the climate in the classroom and students' interactions within the three different gender groupings. Results show differential effects among the programs, not only in terms of perceptions, attitudes and learning, but also in the classroom climate and students' interactions in the classroom.

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The Differential Effects Of Female Only Vs. Co Ed Enrichment Programs On Middle School Students' Attitudes Toward Science, Mathematics And Engineering

Cited by 3 publications

References 13 publications

Enhancing PBL authenticity by engaging STEM professional volunteers

Enhancing PBL authenticity by engaging STEM professional volunteers

STEM initiatives matter: results from a systematic review of secondary school interventions for girls

A comparison of single and mixed gender engineering enrichment programs for elementary students

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