scholarly journals Resource Review: Why So Few? Women in Science, Technology, Engineering, and Mathematics

2014 ◽  
Vol 9 (4) ◽  
pp. 110-112
Author(s):  
Patricia A. Dawson
Keyword(s):  
Environmental Factors ◽  
National Science Foundation ◽  
American Association ◽  
Extensive Study ◽  
Women In Science ◽  
Stem Fields ◽  
University Women ◽  
Science Technology ◽  
National Science ◽  
And Mathematics

“Why So Few? Women in Science, Technology, Engineering and Mathematics” (Hill, C., Corbett, C., Rose, A., 2010) reports on an extensive study of women’s underrepresentation in science, technology, engineering, and mathematics professions. Funded by the National Science Foundation, the project was conducted by American Association of University Women. The resource includes findings from eight research studies which examined social and environmental factors which contribute to women’s underrepresentation in STEM fields as well as helpful tables, charts and bibliography resources. The 110 page resource will be particularly helpful for scholars working in program design to advance STEM opportunities for women.

Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

2022 ◽  
pp. 109821402110416
Author(s):  
Caitlin Howley ◽  
Johnavae Campbell ◽  
Kimberly Cowley ◽  
Kimberly Cook
Keyword(s):  
West Virginia ◽  
National Science Foundation ◽  
First Generation ◽  
Systems Change ◽  
Underrepresented Minority ◽  
Science Technology ◽  
National Science ◽  
Stem Students ◽  
And Mathematics ◽  
Programs Of Study

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: 1) to consider a few of the challenges of measuring changes in systems and 2) to discuss our experience applying one framework to address these issues.

Real-Life Conundrums in the Struggle for Institutional Transformation

2021 ◽  
Vol 35 (3) ◽  
pp. 300-329
Author(s):  
Julia Mcquillan ◽  
Nestor Hernandez
Keyword(s):  
National Science Foundation ◽  
Real Life ◽  
Institutional Transformation ◽  
Change Processes ◽  
Promising Practices ◽  
Science Technology ◽  
National Science ◽  
Race Ethnicity ◽  
And Mathematics

Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.

Women and Science, Technology, Engineering, and Mathematics (STEM)

2017 ◽  
pp. 766-798
Author(s):  
Shulamit Kahn ◽  
Donna Ginther
Keyword(s):  
Role Models ◽  
Physical Science ◽  
Women In Science ◽  
Stem Fields ◽  
Engineering Economics ◽  
Science Technology ◽  
Women And Science ◽  
Underrepresentation Of Women ◽  
And Mathematics ◽  
Gendered Stereotypes

Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.

Science and mathematics in the elementary school

1967 ◽  
Vol 14 (8) ◽  
pp. 629-635
Author(s):  
John R. Mayor
Keyword(s):  
Elementary School ◽  
Science Education ◽  
National Science Foundation ◽  
American Association ◽  
School Science ◽  
Primary Grade ◽  
Science Program ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

The Commission on Science Education of the American Association for the Advancement of Science, with the support of the National Science Foundation, started work in the spring of 1963 on the development of an experimental elementary school science program that has significance for elementary school mathematics. The primary-grade materials have been tried out, revised, and tried again over a period of three years in fourteen centers from the state of Washington to Florida. The tryout and revision of the intermediate- grade materials is continuing. The following description of the program shows in what ways mathematics is an integral part of the program.

scholarly journals Stretch, Dream, and Do - A 21st Century Design Thinking & STEM Journey

2015 ◽  
Vol 1 (1) ◽  
pp. 59-70
Author(s):  
Maureen Carroll
Keyword(s):  
21St Century ◽  
National Science Foundation ◽  
Design Thinking ◽  
Innovation Process ◽  
Learning Design ◽  
Stem Learning ◽  
Science Technology ◽  
National Science ◽  
And Mathematics ◽  
K 12

This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation’s capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts.

BUILDING A NETWORK TO SUPPORT GIRLS AND WOMEN IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2004 ◽  
Vol 10 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Jacqueline D. Spears ◽  
Ruth A. Dyer ◽  
Suzanne E. Franks ◽  
Beth A. Montelone
Keyword(s):  
Women In Science ◽  
Science Technology ◽  
And Mathematics

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

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