Girls RISE Resources Directory
The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.
2013 | By: Margaret Yau
Learning Computer Science through the Lens of Culture and Society is an outreach project that seeks to increase the participation of Hispanic/Latino(a) high school students in computer science. This project provided a one-week summer workshop that introduced high school students to computer science through hands-on activities involving computational thinking, Alice 3D animation, Android app development, and soft skills. Various activities of the workshop shared the theme of culture and society. This paper describes the motivations behind our project, the design of our workshop, and our evaluation results. (Published April 2013, in Journal of Computing Sciences in Colleges)View External Website149_Engaging_Hispanic_Youth.pdf
2013 | By: Louise Archer, et. al.
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), espe- cially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as ‘not for me’. We discuss data from phase one – a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist post- structuralist analytic lens, we argue that science aspirations are largely ‘unthinkable’ for these girls because they do not fit with either their con- structions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construc- tion of science careers as ‘clever’/‘brainy’, ‘not nurturing’ and ‘geeky’ sits in opposition to the girls’ self-identifications as ‘normal’, ‘girly’, ‘caring’ and ‘active’. Moreover, we suggest that this lack of fit is exacer- bated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women’s greater participation in STEM (Science, Technology, Engineering and Mathematics). (Published February 2013)147_Archer-et-al-Its-not-girly-sexy-or-glamorous.pdf
2013 | By: Sapna Cheryan et al.
The current work examines whether a brief exposure to a computer science role model who fits stereotypes of computer scientists has a lasting influence on women’s interest in the field. One-hundred undergraduate women who were not com- puter science majors met a female or male peer role model who embodied computer science stereotypes in appearance and stated interests or the same role model who did not embody these stereotypes. Participants and role models engaged in an interaction that lasted approximately 2 minutes. Interest in majoring in computer science was assessed following the interac- tion and 2 weeks later outside the laboratory. Results revealed that exposure to the stereotypical role model had both an immediate and an enduring negative effect on women’s interest in computer science. Differences in interest at both times were mediated by women’s reduced sense of belonging in computer science upon interacting with the stereotypical role model. Gender of the role model had no effect. Whether a potential role model conveys to women a sense of belonging in the field may matter more in recruiting women into computer science than gender of the role model. Long-term negative effects of exposure to computer scientists who fit current stereotypes in the media and elsewhere may help explain current gender disparities in computer science participation. (Published September 2012)148_Psychology_of_Women_Quarterly-2013-Cheryan-72-9.pdf
2013 | By: Dale Baker
This article identifies instructional strategies, curricula, and organizational structures in the research literature that have been successful in encouraging girls' participation and achievement in science: science instruction in pre-kindergarten and kindergarten, relevant curricula that address girls' interests and provide opportunities for genuine inquiry and tinkering experiences, greater emphasis on physical science and the use of computers, integration of reading and writing in science, attention to how groups are formed in classrooms, activities that build self-efficacy, appropriate role models, messages that science is for everyone, and student-centered teaching. Special attention is given to the needs of children in preschool and kindergarten. In addition, research on the impact of single-sex classrooms and grouping is reviewed, along with the use of children's fictional literature to teach science. Implications derived from research literature include changes in what is taught, how it is taught, how teachers are prepared, and how these changes are paid for. (Published January 2013)View External Website
2013 | By: Roxanne M. Hughes et al
The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students' STEM Identity Formation----------
Abstract: Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women's learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the margin- alization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants' STEM identity formation during two informal science learning environments (an all girls STEM camp and a co- educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls' STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program. (Published January 2013)View External Website