en-us Girls RISEnet Resource Girls RISEnet Copyright 2005 All rights reserved Mon 20 May 2013 22:37:03 EDT /resource/detail/149 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) 2013-05-03 00:00:00 Margaret Yau Ta-Shana Taylor http://dl.acm.org/citation.cfm?id=2458559 149_Engaging_Hispanic_Youth.pdf S South Atlantic diversity/iqualidad, high school, technology/computer science instructional strategies, outreach/recruitment /resource/detail/148 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) 2013-05-02 00:00:00 Sapna Cheryan et al. Ta-Shana Taylor 148_Psychology_of_Women_Quarterly-2013-Cheryan-72-9.pdf S South Atlantic gender, disparities/stereotypes, role models/mentors, women/mujeres /resource/detail/147 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) 2013-05-02 00:00:00 Louise Archer, et. al. Ta-Shana Taylor 147_Archer-et-al-Its-not-girly-sexy-or-glamorous.pdf S South Atlantic gender, motivation, disparities/stereotypes, role models/mentors /resource/detail/146 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) 2013-04-18 00:00:00 Roxanne M. Hughes et al Ta-Shana Taylor http://link.springer.com/content/pdf/10.1007%2Fs11165-012-9345-7.pdf N South Atlantic middle school, gender, program model, girl-friendly instructional strategies /resource/detail/145 Abstract 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) 2013-04-18 00:00:00 Dale Baker Ta-Shana Taylor http://www.tandfonline.com/doi/abs/10.1080/07351690.2013.743760 S South Atlantic girl-friendly instructional strategies, STEM /resource/detail/143 The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science. (February 2013) 2013-04-17 00:00:00 Angela Calabrese Barton et. al Ta-Shana Taylor http://aer.sagepub.com/content/50/1/37.full.pdf+html S South Atlantic gender, science instructional strategies, equity, middle school /resource/detail/140 Arkive is a non-for-profit organization dedicated to conservation, stewardship, and public awareness of the challenges facing our environment. They offer free activities, lesson plans, and online games for ages 5 through 18 years old. Some of their free educational science games include designing habitats for endangered species, and where scientists are transformed into superheroes saving the planet! 2013-04-16 00:00:00 Arkive Ta-Shana Taylor http://www.arkive.org/ S South Atlantic multimedia/virtual, technology/computer science, science instructional strategies /resource/detail/139 The National Academy of Engineering has created How Engineers Can Make a World of Difference: Sustainability, interviewing female bioengineer Dr. Frances Arnold from Caltech on some of the grand challenges facing engineers today. 2013-04-16 00:00:00 National Academy of Engineering Ta-Shana Taylor http://www.nae.edu/Activities/Projects/grand-challenges-project/Videos_grandchallenges.aspx S South Atlantic multimedia/virtual, engineering, STEM, careers/workforce /resource/detail/129 In 1972, Congress passed Title IX of the Education Amendments of 1972 to ensure equal opportunity in education for all students, from kindergarten through postgraduate school, regardless of sex. This landmark legislation states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance — 20 U.S.C. §1681 In honor of the 40th anniversary of the law’s passage, the National Coalition for Women and Girls in Education (NCWGE) published this comprehensive report to help give educators, parents, students, and lawmakers a better understanding of Title IX’s impact and challenges that remain in many areas of education, including: Science, Technology, Engineering, and Mathematics Career and Technical Education Bullying and Sexual Harassment Single-Sex Education Pregnant and Parenting Students Athletics 0000-00-00 00:00:00 National Coalition for Women and Girls in Education Cheryl Lani Juarez http://www.ncwge.org/index.html S South Atlantic gender equity, Title IX, stereotype threat, cultural bias /resource/detail/128 ABSTRACT: Mental-rotation ability modestly predicts chemistry achievement. As such, sex differences in mental-rotation ability have been implicated as a causal factor that can explain sex differences in chemistry achievement and degree attainment. Although there is a correlation between mental-rotation ability and chemistry achievement, laboratory and field studies indicate that students do not always use the same strategies on both measures of visuospatial ability and chemistry achievement assessments. Rather, students apply visuospatial strategies in isolation and in combination with analytical heuristics trained in the chemistry classroom. In this paper, sex differences in strategy use on canonical mental-rotation tasks and isomorphic organic chemistry assessment tasks are examined. Study 1 demonstrates that men and women employ both mental rotation and learned heuristics to compare both simple block shapes and molecular representations after classroom instruction. Study 2, however, demonstrates that practice using an analytical algorithm results in higher achievement than practice using mental rotation for both men and women. Given these findings, the reliability of mental-rotation ability as a predictor of sex differences in chemistry achievement is discussed. Published January 30, 2013 2013-03-14 00:00:00 Mike Stieff Ta-Shana Taylor http://pubs.acs.org/doi/pdf/10.1021/ed300499t S South Atlantic spatial visualization, science instructional strategies, STEM, undergraduate/graduate, gender /resource/detail/127 Ms. Newcombe briefly summarizes the importance of spatial visualization in learning science and the differences in gender performance. She then provides ways to incorporate spatial learning in various pre-existing curriculums. Published Spring 2013 2013-03-14 00:00:00 Nora S. Newcombe Ta-Shana Taylor http://www.spatialintelligence.org/publications_pdfs/Newcombe%20final%203-4-13.pdf S South Atlantic spatial visualization, science instructional strategies /resource/detail/126 The report, which takes its data primarily from surveys conducted by the National Center for Science and Engineering Statistics and is mandated by the 1980 Science and Engineering Equal Opportunities Act, reports no startling jumps or dips in participation in science and engineering by underrepresented minority (URM) groups, but it does show that URMs are slowly—in some cases very slowly—catching up with their white peers, except for in a couple of fields. 2013-03-11 00:00:00 Michael Price Ta-Shana Taylor http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2013_03_05/caredit.a1300033?goback=.gde_97766_member_219933266 S South Atlantic women, diversity, minorities, careers/workforce, research/report/data /resource/detail/125 Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. A formal report, now in the form of a digest, is issued every 2 years. This is an update of a 2010 report http://www.girlsrisenet.org/resource/detail/28 2013-03-11 00:00:00 NSF Ta-Shana Taylor http://www.nsf.gov/statistics/wmpd/2013/start.cfm S South Atlantic women, careers/workforce, gender, minorities, research/report/data /resource/detail/124 The Report of 2012 National Survey of Science and Mathematics Education details the results of a survey of 7,752 science and mathematics teachers in schools across the United States. Areas addressed include: teacher backgrounds and beliefs, teachers as professionals, science and mathematics courses, instructional objectives and activities, instructional resources, and factors affecting instruction. The research questions addressed by the survey included: 1. To what extent do science and mathematics instruction and ongoing assessment mirror current understanding of learning? 2. What influences teachers’ decisions about content and pedagogy? 3. What are the characteristics of the science/mathematics teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness? 4. What are the most commonly used textbooks/programs, and how are they used? 5. What formal and informal opportunities do science/mathematics teachers have for ongoing development of their knowledge and skills? 6. How are resources for science/mathematics education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? The Report may be downloaded as one large, 3.7 megabyte document or one chapter at a time. 2013-02-22 00:00:00 Eric R. Banilower, P. Sean Smith, Iris R. Weiss, Kristen M. Malzahn, Kiira M. Campbell, Aaron M. Weis Cheryl Lani Juarez http://www.horizon-research.com/2012nssme/research-products/reports/technical-report/ S South Atlantic professional development, science education, mathematics education, teacher preparation /resource/detail/123 The Trends in International Mathematics and Science Study (TIMSS) 2011 was released last week, and for the most part little has changed for science achievement since 2007. In 2011, the average science score of U.S. 4th-graders (544) was higher than the international TIMSS scale average (500). The United States was among the top 10 education systems in science, and scored higher than 47 education systems. Six education systems with average scores above the U.S. were Korea, Singapore, Finland, Japan, the Russian Federation, and Chinese Taipei-CHN. The average science score of U.S. 8th graders in 2011 was 525, higher than the TIMSS average scale score of 500. At grade 8, the United States was among the top 23 education systems in science (12 education systems had higher averages and 10 were not measurably different) and scored higher, on average, than 33 education systems. The 12 education systems with average science scores above the U.S. score were Singapore, Massachusetts-USA, Chinese Taipei-CHN, Korea, Japan, Minnesota-USA, Finland, Alberta-CAN, Slovenia, the Russian Federation, Colorado-USA, and Hong Kong-CHN. There was no measurable difference between the U.S. average science score at grade 8 in 2007 (520) and in 2011 (525) or at grade 4 in 2007 (539) and in 2011 (544). In 2011, 57 countries and other education systems administered TIMSS at grade 4, and 56 administered TIMSS at grade 8. Published December 17, 2012. 2013-02-18 00:00:00 National Center for Education Statistics Ta-Shana Taylor http://science.nsta.org/nstaexpress/nstaexpress_2012_12_17.htm North East Learning/Education, Student Preparedness, education statistics /resource/detail/122 The American Chemical Society has created an amazing page that offers detailed information on how to create a winning resume/curriculum vitae (cv) in the STEM fields. They offer examples of good resumes, not so good resumes, and engaging videos on how build a resume and why a great one is important. Are you ready for the next step? If not, start here! 2013-02-18 00:00:00 American Chemical Society Ta-Shana Taylor http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_SUPERARTICLE&node_id=410&use_sec=false&sec_url_var=region1&__uuid=e7b29afb-956c-41f3-a7e1-258116f7be7f S South Atlantic careers, workforce, STEM /resource/detail/121 The US Bureau of Labor Statistics published the Occupational Outlook Handbook 2012-13. This handbook offers salaries, degrees needed, and descriptions of each career. This chapter focuses on Architecture and Engineering. Published March 29, 2012. 2013-02-18 00:00:00 US Bureau of Labor Statistics Ta-Shana Taylor http://www.bls.gov/ooh/architecture-and-engineering/home.htm S South Atlantic workforce, careers, engineering /resource/detail/120 George Washington University's Center on Education and the Workforce published a report on the high demand for STEM workers and scientists in the United States. Published October 20, 2011. 2013-02-18 00:00:00 Center on Education and the Workforce Ta-Shana Taylor http://cew.georgetown.edu/stem/ S South Atlantic workforce, careers, STEM /resource/detail/119 George Washington University's Center on Education and the Workforce published a report on salaries, employment rate, etc for all majors offered in the United States. This chapter focuses on engineering. Published May 24, 2011. 2013-02-18 00:00:00 Center on Education and the Workforce Ta-Shana Taylor http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/engineering.pdf S South Atlantic workforce, careers, engineering /resource/detail/118 Expert advice from astrophysicist and all-around smartypants, Neil deGrasse Tyson: If you want your kid to love science (and grow up just like Neil?!), let them be kids, he says. Playing in puddles, taking things apart, and asking endless questions today can cultivate the best scientific minds of tomorrow. 2013-02-18 00:00:00 PBS The Parent Show Ta-Shana Taylor http://www.pbs.org/parents/theparentshow/how-do-you-encourage-your-child-to-be-a-scientist-get-out-of-the-way/ S South Atlantic Instructional strategies, parenting, media /resource/detail/117 The Laboratory Equipment Donation Program (LEDP), was established by the United States Department of Energy (DOE) to grant surplus and available used energy-related laboratory equipment. Participation in the LEDP is limited to universities, colleges, junior colleges, technical institutes, museums, or hospitals, located in the U.S. and interested in establishing or upgrading energy-oriented educational programs in the life, physical, and environmental sciences and in engineering is eligible to apply. An energy-oriented program is defined as an academic research activity dealing primarily or entirely in energy-related topics. Application reviews and grant awards are performed on a first-received, first-qualified basis. 2013-02-18 00:00:00 US Department of Energy Ta-Shana Taylor http://www.osti.gov/ledp/ S South Atlantic engineering, laboratory, museum /resource/detail/116 Afterschool programs are increasingly recognized as playing a valuable role in improving science, technology, engineering and mathematics (STEM) education. However, the expectations for how such programs support young people's STEM engagement and learning are varied. The Defining Youth Outcomes for STEM Learning in Afterschool study aimed to identify what STEM learning outcomes these program leaders and supporters believe that afterschool programs could contribute to, what the indicators of progress toward such outcomes might be, and what types of evidence could be collected by afterschool programs, without regard to whether or not appropriate data collection tools currently exist. January 2013 2013-01-31 00:00:00 Afterschool Alliance Ta-Shana Taylor http://www.afterschoolalliance.org/STEM_Outcomes_2013.pdf North East Informal Learning-Education, afterschool, instructional strategy /resource/detail/115 The United States Department of Energy has created a virtual tour of it's Pacific Northwest National Laboratory, the Environmental Molecular Science Laboratory (EMSL). With a special welcome from Director Dr. Allison A. Campbell, interviews of other female scientists, and detailed explanations of the equipment found at the EMSL. Walk the halls and explore the day in the life of a scientist! 2013-02-18 00:00:00 US Department of Energy Ta-Shana Taylor http://www.vpix.net/index.php?tour=102242 S South Atlantic virtual, laboratory, Learning Research /resource/detail/112 This literature review on spatial reasoning skills with a focus on female engineering students covers gender differences in spatial reasoning ability, methods for assessing student ability, interventions that have proven effective for female engineering students, and research-based recommendations for college-level engineering programs. The paper discusses successful interventions such as a three-hour workshop for low-scoring students in an introductory engineering course that effectively eliminated gender differences in spatial reasoning scores. 0000-00-00 00:00:00 Metz, Susan Staffin, Donohue, Susan, and Moore, Cherith. Via IWITTS http://www.engageengineering.org/associations/11559/files/ARP_SpatialSkills.pdf S South Atlantic /resource/detail/111 This new study from Yale University reveals the pervasive bias against female STEM students in higher education by professors of both genders. Implications include less mentoring of female students, fewer job opportunities, and lower pay. The non-academic summary is also available via the New York Times (second link). 2012-08-21 00:00:00 Corinne A. Moss-Racusin, et. al. Laura Huerta Migus http://www.pnas.org/content/early/2012/09/14/1211286109, http://www.nytimes.com/2012/09/25/science/bias-persists-against-women-of-science-a-study-says.html?_r=0 N South Atlantic gender, STEM, Bias /resource/detail/110 The Los Angeles Urban Teacher Residency (LAUTR) is working from an $8.8 million federal grant awarded to CSULA to prepare future math and science teachers to help close the achievement gap. Teacher residents work side-by-side with a mentor teacher for an entire school year while taking graduate-level classes at CSULA. Upon completion ofthe 14-month training period, they earn both their preliminary teaching credential and a master’s degree in education. Additionally, residents are given a $16,000 living stipend and must commit to teach for 3 years in a high-need urban public school. More information can be found on our website, www.lautr.org, or from contacting LosAngelesUTR@gmail.com. 0000-00-00 00:00:00 http://www.lautr.org S Pacific Education, Teacher Training, Teacher Preparation, Math Teachers, Science Teachers, Urban Education /resource/detail/109 Maggie Aderin-Pocock is the BBC's new face of space – and she's come a long way from a council estate. She tells Steve Connor why inner-city kids should build a hi-tech economy. 2012-03-26 00:00:00 Steve Connor Lúcia Williams http://www.independent.co.uk/news/science/maggie-aderinpocock-a-woman-on-a-mission-proving-science-isnt-just-for-rich-white-men-7584939.html 109_Maggie_Aderin-Pocock__A_woman_on_a_mission,_proving_science_isn't_just_for_rich,_white_men.pdf S South Atlantic /resource/detail/107 Lifting The Barriers: 600 Tested Strategies that Really Work to Increase Girl's Participation in Science, Mathematics and Computers discusses 600 developed strategies to promote STEM with girls. This study was created and carried out by K-12 educators for the NSF-funded Computer Equity Expert Project. 2012-08-11 00:00:00 Jo Sanders Anna Simmons 107_Lifting_The_Barriers.pdf N South Atlantic STEM, Research/Report, Formal Education /resource/detail/106 Current research in project-based learning demonstrates that projects can increase student interest in science, technology, engineering , and math (STEM) because they involve students in solving authentic problems, working with others, and building real solutions. This paper by Diana Laboy-Rush, STEM Solutions Manager for Learning.com, outlines the research underlying successful project-based STEM education. 2012-08-11 00:00:00 Diana Laboy-Rush Anna Simmons 106_Integrated_STEM_Education_Through_Project-Based_Learning.pdf N South Atlantic STEM, Research/Report /resource/detail/105 Sally Ride Science™ is an innovative science education company dedicated to supporting girls’ and boys' interests in science, math and technology. Dr. Sally Ride, best known as America’s first woman in space, founded Sally Ride Science in 2001 to create quality programs and products that educate, entertain, engage and inspire. A key part of their mission is to make a difference in girls' lives, and in society's perceptions of their roles in technical fields. Their school programs, classroom materials, and teacher trainings bring science to life to show kids that science is creative, collaborative, fascinating, and fun. 2012-07-24 00:00:00 Lúcia Williams http://https://www.sallyridescience.com/ S South Atlantic Sally Ride /resource/detail/104 This article explains the differences in female and male learning styles and provides suggestions for appealing to female interests. 2012-07-17 00:00:00 Donna Milgram, National Institute for Women in Trades, Technology & Science Lúcia Williams 104_Milgram.pdf S South Atlantic curriculum, engineering, learning style, technology /resource/detail/103 In 2007, high school girls at Oakland Tech High School in Oakland, California studied circuitry, bridge building, soldering, toy design, green design and robotics through Techbridge s science, technology and engineering outreach program. Among the resources used to teach the girls were PicoCricket Kits, which mixes robotics and programming with creativity in design. Read about the program s positive effects on the girls self-confidence and interest in computer programming. 2012-07-17 00:00:00 Institute for Women in Trades, Technology & Science Lúcia Williams 103_oakland_tech_pico_article.pdf N South Atlantic Programming, high school /resource/detail/102 Though it turns out the kit--which shows that engineering can be a creative and artistic endeavor--helps teach and inspire anyone who did not think they wanted to make robots or learn about programming. 2012-07-17 00:00:00 Karen A. Frenkel Lou Papai http://www.fastcoexist.com/1680168/hummingbird-an-educational-robotics-kit-designed-to-get-girls-into-engineering#1 N South Atlantic engineering, programming, middle school /resource/detail/101 Youth access and interest in computing is exploding, but despite best intentions, we are now creating generations of tool users rather than tool builders. Dr. Chris Stephenson, Executive Director of the Computer Science Teachers Association (CSTA), looks at the kinds of skills students need to truly thrive in the 21st century. Statistical evidence shows a shortage of CS workers and a continued under engagement of women and minority students. This presentation includes the systemic issues that face CS education, and new resources to address these issues. 2012-07-06 00:00:00 Chris Stephenson Anna Simmons 101_Taking_IT_To_The_Next_Level.pdf N South Atlantic STEM, Technology /resource/detail/99 Are good students born smart or are they self-made strivers -- or is it some combination of the two? Recently a team of Northeastern University College of Engineering faculty members dug deeper into these questions. 2011-08-06 00:00:00 Samantha Fodrowski Judy Brown http://www.northeastern.edu/news/stories/2010/08/grit.html S South Atlantic /resource/detail/98 The "Research Update" is a series of publications that focus on themes of interest to the out-of-school time field, each related to the evaluations and research studies that are available in the Harvard Family Research Project Out-of-School Time Program Research and Evaluation database and bibliography. The six STEM programs covered in this publication reflect the diversity of approaches to STEM education, including structured afterschool modules, recreational activities, intensive summer trips, and mentoring. These programs mainly serve youth in middle school and high school, with some targeting girls only, and others available to both boys and girls but with a particular focus on girls. Download a PDF of this publication from the link below. 2012-05-29 00:00:00 Harvard Family Research Project Anna Simmons http://bit.ly/hzPsIa N South Atlantic Informal Learning/Education, STEM, Research/Report /resource/detail/97 This article highlights the The CalWomenTech Scale Up Project which aims to increase recruitment and retention of the number of female students in science, technology, engineering and mathematics (STEM) programs at community colleges in California. 2012-05-29 00:00:00 National Science Foundation Anna Simmons http://1.usa.gov/KpTprN N South Atlantic Formal Education, STEM /resource/detail/96 The Sounds of Progress is a radio series on the changing role of women in Science and Engineering. Winner of the 2009 Gracies Award, shows consist of documentary-style stories where young girls answer the question "who inspires you"? Other shows examine groundbreaking research, designed to increase the participation of young girls and women in STEM. The series can be used to encourage participation in STEM education and careers. 2012-05-29 00:00:00 Anna Simmons http://www.womeninscience.org/index.php N South Atlantic STEM /resource/detail/95 "New Formulas for America's Workforce 2: Girls in Science and Engineering" is a follow-up to the first NSF publication in 2003. The initial print covered about 220 grants, from 1993 - 2001 and reached teachers, formal and informal educational practitioners, researchers, parents, and students. New Formulas 2 updates the first volume by describing roughly 100 grants made from 2002 - 2005 including more social science research studies, dissemination activities, and projects that provide technical assistance for the implementation of best practices. Click on the link below to find available formats in HTML | PDF 2012-05-29 00:00:00 National Science Foundation Anna Simmons http://1.usa.gov/K9YdDE N South Atlantic /resource/detail/94 The Research on Gender in Science and Engineering program supports efforts to understand and address gender-based differences in STEM education and workforce participation through research, the diffusion of research-based innovations, and education extension services that aim to lead to a larger and more diverse domestic science engineering workforce. Every NSF funded project is represented by a summary or abstract on the NSF website. "New Formulas for Americas Workforce: Girls in Science and Engineering" is a collection of nearly 10 years' investment in one place, and is written for general audiences. The collection shows how in a relatively short time span the way issues are described and the focus of new work have changed due to increasing knowledge and due to the changing social context of the work. Click on the link below to find available formats in HTML | PDF 2012-05-29 00:00:00 National Science Foundation Anna Simmons http://1.usa.gov/KEspDK N South Atlantic STEM, Research/Report /resource/detail/91 This paper reports on the research and recommendations of the CSTA (Computer Science Teachers Association) Teacher Certification Task Force, and addresses the crisis in computer science teacher preparation and certification. Primarily, this paper focuses on the Task Force's recommended models for teacher preparation and certification in computer science. 2012-05-08 00:00:00 Judith Gal-Ezer & Chris Stephenson Anna Simmons http://bit.ly/JfQkqG N South Atlantic Gender, Formal Education, Technology, Girls/Women /resource/detail/90 Computer science is one area in which female presence relative to men is static or even shrinking. Some experts say that factors driving women away will eventually drive men away as well. What does this mean for the future? 2012-05-08 00:00:00 New York Times Anna Simmons http://nyti.ms/KmrS9A N South Atlantic STEM, Technology /resource/detail/89 Science in the Moment (SciMo) is a 3 year research study funded by the National Science Foundation at Northern Illinois University. The purpose of SciMo is to provide a descriptive account of what a variety of high school science contexts feel like from the perspective of female and male students. The overarching theoretical and conceptual perspectives for the study include: (1) Self Determination Theory focuses on the importance of students' cognitions in learning around issues concerning autonomy and competence. (2) Emergent Motivation Theory is branch of the field of positive psychology, focused on the important role of affect in learning. (3) Women's ways of knowing suggests that females and males may approach academic learning, including learning science, differently because of identified differences in how girls and boys are socialized to assume socially-sanctioned gender roles, and societal expectations for males and females academic performance. 2012-05-08 00:00:00 Northern Illinois University Anna Simmons http://scienceinthemoment.cedu.niu.edu/scienceinthemoment/ N South Atlantic Instructional Strategies, Formal Education, STEM, Gender /resource/detail/88 While interest is certainly a factor in getting girls to study and pursue a career in STEM, researchers at the University of Wisconsin-Milwaukee, say more attention should be given to building confidence in their abilities early in their education. 2012-05-08 00:00:00 The Science Daily Anna Simmons http://bit.ly/13Smq2 N South Atlantic STEM, Student Preparedness /resource/detail/87 ASQ is a professional association that advances learning and knowledge exchange to improve to create better workplaces and communities worldwide. As champion of the quality movement, ASQ offers technologies, concepts, tools and training to professionals. "Engineering Image Problem Could Fuel Shortage" discusses the level of interest and knowledge about engineering careers for both parents and children. 2012-05-08 00:00:00 American Society for Quality Anna Simmons http://bit.ly/4mryN N South Atlantic /resource/detail/86 Some areas of science do attract more women than men, such as biology and social and behavioral sciences. But computer science, physics and engineering are overwhelmingly male. Nowhere is that disparity more pronounced than in engineering, with computer science close behind. More than twice as many men than women attend graduate school for computer science fields, and more than four times as many men are enrolled in engineering, according to the report. 2012-05-01 00:00:00 Jenny Marder Amy Parker http://to.pbs.org/Iq87xs N South Atlantic Computer Science, Engineering, Gender Gap /resource/detail/85 Girl Scouts of the USA and the National Center for Women and IT conducted research over three phases: review of research; identification of promising practices; and, understanding of motivations and influences of successful women in IT. Phase I: Review large sample of informal IT education research on girls and informal IT education. Phase II: Identify and evaluate a sample of informal IT education programs that are now being implemented, both within Girl Scouts and in the larger community, to discover promising practices. The results of these first two phases of work were released in our Guide to Promising Practices for Informal Education IT Programs report. This report shows the results of Phase II. Phase III: Survey women currently working in IT to determine what influences in early life caused them to pursue a career in computing. Results indicated that the women were motivated by the intellectual challenge of the IT field, their own abilities and skills, earning potential and a genuine interest in the field. Also uncovered was the importance of having the support of family and friends, early technology experiences, exposure to IT workplaces, access to computers, and hands-on, real-world learning opportunities in IT. 0000-00-00 00:00:00 Carrie Liston, Karen Peterson, Vicky Ragan Lucia Williams 85_Guide_to_Promising_Practices_in_Informal_Technology_Education_for_Girls.pdf S South Atlantic /resource/detail/84 Girl Scouts of the USA and the National Center for Women and IT conducted research over three phases: review of research; identification of promising practices; and, understanding of motivations and influences of successful women in IT. Phase I: Review large sample of informal IT education research on girls and informal IT education. Phase II: Identify and evaluate a sample of informal IT education programs that are now being implemented, both within Girl Scouts and in the larger community, to discover promising practices. The results of these first two phases of work were released in our Guide to Promising Practices for Informal Education IT Programs report. This report shows the results of Phase II. Phase III: Survey women currently working in IT to determine what influences in early life caused them to pursue a career in computing. Results indicated that the women were motivated by the intellectual challenge of the IT field, their own abilities and skills, earning potential and a genuine interest in the field. Also uncovered was the importance of having the support of family and friends, early technology experiences, exposure to IT workplaces, access to computers, and hands-on, real-world learning opportunities in IT. 0000-00-00 00:00:00 Carrie Liston, Karen Peterson, Vi Lucia Williams S South Atlantic /resource/detail/83 Girl Scouts of the USA and the National Center for Women and IT conducted research over three phases: review of research; identification of promising practices; and, understanding of motivations and influences of successful women in IT. Phase I: Review large sample of informal IT education research on girls and informal IT education. Phase II: Identify and evaluate a sample of informal IT education programs that are now being implemented, both within Girl Scouts and in the larger community, to discover promising practices. The results of these first two phases of work were released in our Guide to Promising Practices for Informal Education IT Programs report. Phase III: Survey women currently working in IT to determine what influences in early life caused them to pursue a career in computing. Results indicated that the women were motivated by the intellectual challenge of the IT field, their own abilities and skills, earning potential and a genuine interest in the field. Also uncovered was the importance of having the support of family and friends, early technology experiences, exposure to IT workplaces, access to computers, and hands-on, real-world learning opportunities in IT. This report shows the results of Phase III. 0000-00-00 00:00:00 Carrie Liston, Karen Peterson, Vicky Ragan Lucia Williams 83_Evaluating_Promising_Practices_in_Informal__Information_Technology_(IT)_Education_for_Girls.pdf S South Atlantic /resource/detail/82 Trend data show that girls and women have made substantial gains in the last three decades in terms of educational equity (NCES, 2000). They are doing as well or better than their male peers on many indicators of educational achievement and attainment. However, they still lag behind their male peers in aspects of mathematics and science achievement and advancement towards, and attainment of, careers in science, technology, engineering, and mathematics (STEM). 0000-00-00 00:00:00 Cheri Fancsali, Ph.D. for Educational Equity Concepts Lucia Williams 82_What_We_Know_about_Girls,_STEM,_and_Afterschool_Programs.pdf S South Atlantic /resource/detail/81 This report, by the National Center for Women and Information Technology, makes a case for boosting the number of women in tech and raises awareness about the process. 0000-00-00 00:00:00 Catherine Ashcraft, Ph.D., Sarah Blithe Lucia Williams S South Atlantic /resource/detail/80 SciGirls airs nationally on PBS and also offers an online platform for children: pbskids.org. Each television episode follows different groups of enthusiastic girls who participate in STEM projects, showcasing teamwork, problem solving, collaboration, and mentor support. The website is a place where girls can connect, create personal profiles, play games, and share projects. 2012-04-11 00:00:00 SciGirls Seven Anna Simmons http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CC0QFjAB&url=http%3A%2F%2Fwww.pbs.org%2Fteachers%2Fincludes%2Fcontent%2Fscigirls%2Fprint%2FSciGirls_Seven.pdf&ei=sd-FT93FI5G5twf8n4j4Bw&usg=AFQjCNHtDQqvc_jz7q0oIGcuWW8zrqlCwg&sig2=odu0tiO N South Atlantic /resource/detail/79 View the latest STEM Equity Pipeline Webinar presented by Dr. Nicole Smith, Georgetown University Center on Education and the Workforce. During this webinar, participants will learn about the state of STEM jobs in the US today and 10 years in the future, understand STEM demand/supply prospects, and whether we are meeting the demand, and recognize the demand for STEM competencies in various job sectors. 2012-03-07 00:00:00 STEM Equity Pipeline Anna Simmons http://www.stemequitypipeline.org/ProfessionalDevelopment/ArchivedWebinars.aspx#STEMProjections N South Atlantic STEM, Gender, /resource/detail/78 A broad base of quantitative information on the U.S. and international science and engineering enterprise 0000-00-00 00:00:00 National Science Board Lucia Williams http://www.nsf.gov/statistics/seind12/?WT.mc_id=USNSF_179 N South Atlantic /resource/detail/77 Spatial thinking is crucial to student success in science, technology, engineering, and mathematics (STEM). Since spatial thinking is associated with skill and interest in STEM fields, the immediate question is whether it can be improved. The author identifies gender differences in spatial thinking skills, but argues that everyone can improve. 2012-03-06 00:00:00 Nora S. Newcombe Anna Simmons http://www.temple.edu/psychology/newcombe/documents/Newcombe.pdf N South Atlantic Learning Research, STEM /resource/detail/76 I'm not sure if this is the place to add this information; however, it is relevant. I am the convenor of the Colorado Collaborative for Girls in STEM, the new Colorado state arm of the National Girls Collaborative Project. Cool Girls Science and Art Club is the convening organization. We will hold our first information and implementation meeting on March 6th at Skyline High School in Longmont, Colorado, hosted by principal Dr. Patricia Quinones. Skyline has a STEM Academy and an active program to encourage girls in STEM. Patty is on our CoCoSTEM Leadership Team. www.ngcproject.org http://www.facebook.com/CoCo.STEM?v=info www.coolgirls-scienceart.org http://www.facebook.com/CoolGirlsScienceAndArtClub 0000-00-00 00:00:00 Mountain /resource/detail/75 Generation STEM is a national Girl Scouts research report investigating girls' perceptions, attitudes, and interests in the subjects and general field of science, technology, engineering and math (STEM) from the voices of girls themselves.The study finds that girls are interested in STEM and aspire to STEM careers, but need further exposure and education about what STEM careers can offer, and how STEM can help girls make a difference in the world. Download the full report and supplemental materials. 2012-02-15 00:00:00 Girl Scouts of America Anna Simmons http://www.girlscouts.org/research/publications/stem/generation_stem_what_girls_say.asp N South Atlantic /resource/detail/74 Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option. Changing the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. 2008-01-01 00:00:00 National Academy of Engineering Lucia Williams http://www.nap.edu/catalog.php?record_id=12187 N South Atlantic STEM /resource/detail/72 The International Journal of Gender, Science and Technology (GST) focuses on gender issues in and of science and technology, including engineering, construction and the built environment, and aims to explore the intersections of policy, practice and research. The online journal offers a multitude of resources from webcasts and seminars, to book reviews, to research and theoretical papers, to case studies. 2012-02-07 00:00:00 Creative Commons Anna Simmons http://genderandset.open.ac.uk/index.php/genderandset N South Atlantic Research-Report, Gender, STEM, Informal Learning-Education /resource/detail/69 The objective of this guide is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Other school personnel having direct contact with students, such as coaches, counselors, and principals, will also find the guide useful. 0000-00-00 00:00:00 Institute of Education Sciences Lucia Williams http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=5 N South Atlantic science, math /resource/detail/68 Focusing on boys saved the toymaker in 2005. Now the company is launching Lego Friends for the other 50 percent of the world's children. Will girls buy in? 2011-12-14 00:00:00 Brad Wieners Cheryl Juarez http://www.businessweek.com/magazine/lego-is-for-girls-12142011_page_2.html N South Atlantic Lego /resource/detail/67 This report grew out of a workshop sponsored by the National Science Foundation (NSF) in Arlington, Virginia, on April 17-18, 2008. The two-day workshop, attended by approximately 60 participants, sought to develop and validate a strategy by which to assess the value of NSF's investment in broadening participation across all directorates and programs. Invited participants represented the following constituencies: NSF grantees, professional evaluators, and the policy community (which included representatives from Congress, the Office of Management and Budget [OMB], NSF staff, and staff from other federal agencies). Many of the workshop participants and other invited guests reconvened in December 2008 to hear about and discuss the progress being made in developing a report based on the April workshop. The December half-day meeting offered an opportunity to refine the ideas laid out by the authors engaged in developing the final document. 0000-00-00 00:00:00 The National Science Foundation Cheryl Juarez N South Atlantic project monitoring, program evaluation /resource/detail/66 The Condition of Education 2011 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2011 print edition includes indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. 0000-00-00 00:00:00 U.S. Department of Education Christianne Corbett, Senior Researcher, AAUW http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033 N South Atlantic high school graduation rates, education statistics /resource/detail/65 0000-00-00 00:00:00 U.S. Department of Education Christianne Corbett, Senior Researcher, AAUW http://nces.ed.gov/nationsreportcard/pdf/main2011/2012458.pdf N South Atlantic disparities, race-ethnicity, income level /resource/detail/64 0000-00-00 00:00:00 U.S. Department of Education Christianne Corbett, Senior Researcher, AAUW http://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf N South Atlantic disparities, income level /resource/detail/63 The College Board has updated its data on SAT scores by income level for 2011. 0000-00-00 00:00:00 College Board Christianne Corbett, Senior Researcher, AAUW http://professionals.collegeboard.com/profdownload/cbs2011_total_group_report.pdf S South Atlantic SAT scores, income level /resource/detail/62 The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. 0000-00-00 00:00:00 U.S. Department of Education Christianne Corbett, Senior Researcher, AAUW http://nces.ed.gov/pubs2011/2011015.pdf S South Atlantic education statistics /resource/detail/61 Find updated numbers on mathematics proficiency by gender (Table A-7) and by race/ethnicity (Table A-6). 0000-00-00 00:00:00 U.S. Department of Education Christianne Corbett, Senior Researcher, AAUW http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf N South Atlantic disparities, race-ethnicity, gender /resource/detail/60 "Educate to Innovate" is a new campaign announced by President Obama, making STEM education a national priority. The call to action incorporates programs and partnerships designed to increase STEM literacy so that all students can learn deeply, think critically, and solve problems. As part of the campaign, STEM education and career opportunities will expanded for underrepresented groups, including women and girls. Click on the link to read more about the campaign and watch the STEM education video. 2012-01-27 00:00:00 The White House Anna Simmons http://www.whitehouse.gov/issues/education/educate-innovate?utm_campaign=Argyle%2BSocial-2012-01&utm_medium=Argyle%2BSocial&utm_source=twitter&utm_term=2012-01-28-15-30-00# N South Atlantic STEM, Motivation, Student Preparedness /resource/detail/59 Perspectives on Psychological Science: http://pps.sagepub.com/ This fascinating 35 year longitudinal study was developed to identify talent for science, technology, engineering, and math (STEM). The researchers were interested in learning what are the personal antecedents for developing outstanding scientific careers? Does it take more than exceptional abilities to develop truly stellar STEM leader? Find out how and why extraordinary scientific accomplishments require extraordinary commitment both in the school and outside of the school. 2012-01-26 00:00:00 David Lubinksi and Camilla Perrson Benbow Anna Simmons http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CEgQFjAE&url=http%3A%2F%2Fwww.genderinscience.org%2Fdownloads%2FBMS_references%2FLubinski%2520and%2520Benbow%25202006.pdf&ei=6uchT-msGOPm0QHTxdneCA&usg=AFQjCNGybHYUCEU4C-AYmRxvjQH5G6NV5Q& N South Atlantic STEM, Research-Report /resource/detail/58 Do parents explain more often to boys than girls in science museums? This report suggests the possibility that parents who engage with informal science environments with their children, may be unintentionally contributing to a gender gap in children's STEM literacy. 2012-01-23 00:00:00 Crowley et al., 2001 Anna Simmons http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCUQFjAA&url=http%3A%2F%2Fwww.ecu.edu%2Fcs-cas%2Fpsyc%2Fupload%2FCrowley-Callanan-Tenenbaum-Allen-2001.pdf&ei=NxgfT-CGNsHf0QHM-bgZ&usg=AFQjCNE3SiccgcCnNEqCHeNNEkM-so8CmQ&sig2=BgNeuKlH9tgr N South Atlantic Informal Learning-Education, STEM, Research-Report /resource/detail/57 Vol. III/Issue 3 Visitor Studies Today! The PISEC Family Learning Project in Philadelphia provides data on 120 families from four science museums in the Philadelphia area. A demographic survey of the audience at each of four PISEC museums was conducted, and found that parents are less likely to bring their daughters to science museums than their sons' which plays into the cultural stereotype associating science with males. The report defines family learning, ways to measure family learning, and how specific exhibit characteristics facilitate family learning. 2012-01-24 00:00:00 Minda Borun, The Franklin Institute Science Museum, and Margaret Chambers, Consultant Anna Simmons http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDEQFjAC&url=http%3A%2F%2Fhistoricalvoices.org%2Fpbuilder%2Fpbfiles%2FProject38%2FScheme325%2FVSA-a0a6t9-a_5730.pdf&ei=sxwfT6OwIOjy0gH-mPwH&usg=AFQjCNFbDhdu3cHLpcQVS5CoS-VZ21mHSQ&sig2=kuL N South Atlantic Informal Learning-Education, Research-Reports /resource/detail/56 How does adding female-friendly design features to an exhibit enhance girls' engagement and social interactions at the exhibit? This highly researched and thought provoking dissertation illustrates that designing exhibits for gender equity may help to reduce the gender gap in informal science education. Toni Dancu provides an extensive Literature Review to show that learning experiences in informal environments are significantly related to female interest and participation in STEM careers. Dancu's report is a systematic study on how adding female-friendly design features to an exhibit, Geometry in Motion, at the Exploratorium affects the learning experience. Implications: Incorporating various female-friendly design features in exhibits leads to deeper engagement for girls, and provides a strong argument for considering these features in future science exhibit development projects. This reading is a dissertation submitted by Toni Nicole Dancu at Portland State University. 2012-01-20 00:00:00 Toni Nicole Dancu Anna Simmons http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDoQFjAB&url=http%3A%2F%2Fwww.exploratorium.edu%2Fpartner%2Fpdf%2FTD_Diss_FNL.pdf&ei=eeUeT576FOHi0QGp5M0F&usg=AFQjCNEFqdy-ZUzPm7wM36RU5e716Vba_Q&sig2=yIJrJx8MONErIsLy_jHSqQ N South Atlantic Research-Report, Gender, STEM, Informal Learning-Education /resource/detail/55 Paises en desarrollo se beneficiaran con la creacion de oportunidades que permitan a las mujeres hacer pleno uso de su capacidad cientifica. Una razon citada frecuentemente para explicar el bajo nivel de la actividad cienti­fica en el mundo en desarrollo es la falta de recursos. Sin embargo, uno de ellos esta disponible, pero por una compleja red de razones sociales y culturales, a menudo se deja de lado en esas regiones: el capital intelectual de sus mujeres. 2011-12-06 00:00:00 David Dickson and Jeanne Therese H. Andres Derlly González Gonzélez http://www.scidev.net/es/science-and-innovation-policy/overcoming-gender-barriers-in-science-1/editorials/mujeres-en-la-ciencia-un-recurso-a-n-sin-explotar.html N South Atlantic mujeres, ciencia, paises en desarrollo, UNESCO /resource/detail/54 Las tutori­as impulsan las carreras cienti­ficas de las mujeres, beneficiando con ello a la ciencia, dice la psicóloga social Tineke Willemsen. La tutoria es una de las formas mas efectivas de impulsar las carreras de las mujeres: es barata y relativamente fácil de implementar. Y puede funcionar en casi todas las circunstancias pues no implica mucho mas que el contacto regular entre dos personas. 2011-12-06 00:00:00 Tineke Willemsen Derlly González González http://www.scidev.net/es/opinions/las-tutor-as-pueden-ayudar-a-las-mujeres-cient-ficas.html N South Atlantic tutor­ias, mujeres, cienti­ficas /resource/detail/52 The Connecticut Chapter of The Nature Conservancy offers internships and a variety of hands-on volunteer opportunities pertaining to the environment and natural resource conservation. The majority of our opportunities are based out of Devil's Den Preserve in Weston, Connecticut. We provide training for most projects and welcome responsible students. Please visit our web site for some examples of these projects, and approximate timeframes for opportunities. Please contact Cynthia Fowx at theden@tnc.org or 203 226 4991 for more information. The Nature Conservancy is a leading conservation organization working around the world to protect ecologically important lands and waters for nature and people. To date, the Conservancy and its more than one million members have been responsible for the protection of nearly 120 million acres and more than 5 thousand miles of rivers worldwide. 2011-10-17 00:00:00 The Connecticut Chapter of The Nature Conservancy http://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/connecticut/volunteer/connecticut-volunteer-projects-and-activities.xml N South Atlantic Internship, Nature /resource/detail/51 This award honors one female student in grades 5-8, who is involved in or has a strong connection to science. The award has been established in honor of Gerry Wheeler, Executive Director Emeritus, and his outstanding dedication to NTSA and lifelong commitment to science education. 2011-10-11 00:00:00 NSTA Derlly González González http://www.nsta.org/pdfs/awards/Angela.pdf N South Atlantic Award, Girls-Women, STEM /resource/detail/50 Gui­a Metodologica para personasdinamizadoras de telecentros que pretende ser una herramienta de apoyo para facilitar la incorporacion de la perspectiva de genero en proyectos de educacion a traves de las TIC. Y particularmente esperamos que sea una herramienta util y agil para los/las dinamizadores/ras de los telecentros en su trabajo de dinamizacion con mujeres y mujeres migradas. 2011-10-05 00:00:00 Eva Cruells López, Nuria Vergés Bosch, Maite Sainz Palomar Derlly González González http://www.surt.org/zonatics/docs/guiadinas_sin.pdf N South Atlantic Stereotypes, STEM, Program Model, igualdad, educacion cientifica y tecnologica, migracion /resource/detail/49 Google has proudly announced the winners of their first science fair. As you may have heard by now, the winners were all girls. 2011-07-15 00:00:00 Alexandra Nikolchev Rebecca Colmenero http://www.pbs.org/wnet/need-to-know/the-daily-need/girls-win-big-at-google-science-fair/10464/ N South Atlantic Science, Informal Learning/Education /resource/detail/48 Statistics shows that ELLs students are less likely than fluent peers to enroll in advanced math and science courses. 2011-07-12 00:00:00 Mary Ann Zehr Rebecca Colmenero http://blogs.edweek.org/edweek/learning-the-language/2011/07/ells_are_less_likely_to_take_a.html?cmp=ENL-EU-NEWS2 N South Atlantic STEM, Informal Learning-Education, Statistics, Minorities /resource/detail/47 This article explains how in a low-income child's home-learning evnironment can make a difference to whether they will be considered ready for school. 2011-06-28 00:00:00 Sarah D. Sparks Rebecca Colmenero http://blogs.edweek.org/edweek/inside-school-research/2011/06/rich_home_environment_can_clos.html N South Atlantic Poverty, Motivation, Student Preparedness /resource/detail/46 Describes why America needs to focus on nonschool factors in order for schools to become successful. 2011-05-23 00:00:00 Jeffrey R. Henig and S. Paul Reville Rebecca Colmenero http://www.edweek.org/ew/articles/2011/05/25/32henig_ep.h30.html?tkn=NONF%2BUZQnL3kpUsqfpaOq4502zWLe%2F%2FKuHl%2F&cmp=ENL-EU-VIEWS N South Atlantic Learning Research, Educational Reform /resource/detail/45 Research2Practice is a free web resource containing summaries of recent peer-reviewed science education research. Since launching in June, the site has added dozens of new briefs as well as synthesis papers on identity and learning as well as on science education and cultural diversity. You can log on for free, browse, search, and save briefs that are relevant to your work. The research represents a broad spectrum of studies in both formal and informal settings. The site is funded by the National Science Foundation, and developed by researchers at the Exploratorium, King's College London, and the University of Washington. 2011-06-20 00:00:00 various authors Cheryl Lani Juarez http://www.research2practice.info/ N South Atlantic Science, Informal Learning-Education, Research-Reports, Diversity, Instructional Strategies, Video /resource/detail/44 Presents the findings of two national surveys, conducted online by Harris Interactive, of college students currently pursuing science, technology, engineering and math (STEM) degrees and of parents of K-12 students. The goal of the surveys was to gain insight about what can better prepare and inspire students to pursue post-secondary education in STEM subjects. 2011-09-07 00:00:00 Harris Interactive survey commissioned by Microsoft Cheryl Lani Juarez http://www.microsoft.com/presspass/presskits/education/ 44_STEM_Perceptions-Students_and_Parents_Study.pdf, 44_STEM-IG.pdf N South Atlantic STEM, Parents, Motivation, Student Preparedness, Gender /resource/detail/43 Executive Summary Our science, technology, engineering and math (STEM) workforce is crucial to America's innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness. 2011-08-03 00:00:00 U.S. Department of Commerce Economics and Statistics Administration Cheryl Lani Juarez http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation N South Atlantic Girls/Women, Gender, STEM, Workforce, Role Models/Mentors, Stereotypes /resource/detail/42 Science, technology, engineering, and math (STEM) workers are essential to American innovation and competitiveness in an increasingly dynamic and global marketplace. In this third report, we examine demographic disparities in STEM education and find that educational attainment may affect equality of opportunity in these critical, high-quality jobs of the future. This report follows an analysis of labor market outcomes and gender disparities among STEM workers. We find that regardless of race and Hispanic origin, higher college graduation rates are associated with higher shares of workers with STEM jobs. But non-Hispanic Whites and Asians are much more likely than other minority groups to have a bachelor's degree. By increasing the numbers of STEM workers among currently underrepresented groups through education, we can help ensure America's future as a global leader in technology and innovation. Other key findings of this report include: - Non-Hispanic Whites comprise the largest group of STEM workers, accounting for about seven out of ten STEM workers, which aligns closely with their share of the overall workforce. - Non-Hispanic Asians are most likely (42 percent) to graduate college with a STEM degree, while the propensities of other groups are all fairly similar (17-22 percent). - Half of all non-Hispanic Asian workers with STEM degrees have STEM jobs, compared to 30 percent of Hispanics and non-Hispanic Black and American Indian and Alaska Native workers. - One in five STEM workers is foreign-born, of which 63 percent come from Asia. - STEM workers in all demographic groups, including the foreign-born, earn more than their non-STEM counterparts. Hispanics and non-Hispanic Blacks receive a significantly larger STEM premium than do non-Hispanic Whites. 2011-09-11 00:00:00 U.S. Department of Commerce Economics and Statistics Administration Cheryl Lani Juarez http://www.esa.doc.gov/Reports/education-supports-racial-and-ethnic-equality-stem 42_educationsupportsracialandethnicequalityinstem_0.pdf N South Atlantic STEM, Equality-Equity-Disparities, Minorities /resource/detail/41 Invitacion para enviar contribuciones sobre los esfuerzos en la region latinoamericana para 'promover a las mujeres en la ciencia' a traves de programas para ninas, jovencitas y mujeres. La informacion se incorporara al panel 'Promoting Women in Science Across Cultures: The Contribution of Science Centres' a realizarse durante el Sexto Congreso Mundial de Centros de Ciencia (6SCWC) del 4 al 8 de setiembre, 2011, en Ciudad del Cabo. Consultar el vi­nculo para conocer el modo de enviar las contribuciones. 2011-08-24 00:00:00 Alejandra León Castellá Derlly González González http://www.cientec.or.cr/mhonarc/redpop/doc/msg00570.shtml N South Atlantic Program Model, Gender, Hispanic/Latino, Informal Learning/Education, Technology, Girls/Women /resource/detail/40 0000-00-00 00:00:00 C.J. Spencer Cloteria Cross N South Atlantic /resource/detail/39 This article, authored by Girls RISEnet research advisor Dr. Angela B. Ginorio, discusses the roles data play in forming information and knowledge pertinent to women of color in science, technology, engineering, and mathematics (STEM). 2010-12-01 00:00:00 Angela B. Ginorio Laura Huerta Migus http://www.aacu.org/ocww/volume39_3/feature.cfm?section=2 N South Atlantic Research-Reports, Gender, STEM /resource/detail/38 This report originated from a workshop sponsored by the National Science Foundation (NSF) Directorate for Education and Human Resources (EHR). The report considers metrics for monitoring broadening particpation projects, along with designs and indicators to support program evaluation. 2009-06-30 00:00:00 National Science Foundation Cheryl Lani Juarez http://www.nsf.gov/od/broadeningparticipation/framework-evaluating-impacts-broadening-participation-projects_1101.pdf N South Atlantic Minorities, Evaluation, Research-Reports /resource/detail/37 Achievement gaps between Black and White students are featured in every major National Assessment of Educational Progress (NAEP) report card. This report examines achievement gaps more closely, and provides a detailed portrait of how achievement gaps and Black and White students' performance have changed over time at both the national and state levels. 2011-06-01 00:00:00 Alan Vanneman Laura Huerta Migus http://nces.ed.gov/nationsreportcard/pubs/studies/2009455.asp N South Atlantic Minorities, Statistics, Black-African American, Research-Report /resource/detail/36 This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. 2011-06-01 00:00:00 F. Cadelle Hemphill Laura Huerta Migus http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.asp N South Atlantic Minorities, Statistics, Hispanic-Latino, Research/Report /resource/detail/35 The study, funded by NSF, reveals some of the challenges that women in engineering have to confront in their careers. From the executive summary: "Women comprise more than 20% of engineering school graduates, but only 11% of practicing engineers are women, despite decades of academic, federal, and employer interventions to address this gender gap. Project on Women Engineers Retention (POWER) was designed to understand factors related to women engineers' career decisions. Over 3,700 women who had graduated with an engineering degree responded to our survey and indicated that the workplace climate was a strong factor in their decisions to not enter engineering after college or to leave the profession of engineering. Workplace climate also helped to explain current engineers' satisfaction and intention to stay in engineering." 2011-03-01 00:00:00 Nayda A. Fouad, University of Wisconsin, Milwaukee, Romila Singh, University of Wisconsin-Milwaukee Cheryl Juarez http://www.studyofwork.com/2011/03/women-engineers-a-national-study-of-attrition-and-persistence/ 35_NSF_Women-Executive-Summary-0314.pdf N South Atlantic Girls-Women, Engineering, Persistence, Gender /resource/detail/32 As concern mounts that U.S. students lack sufficient understanding of science and related fields, it has become increasingly clear that schools cannot tackle the challenge alone. This special report explores the field often called, informal science education, which is gaining broader recognition for its role in helping young people acquire scientific knowledge and skills. Opportunities abound outside the classroom to learn about science, and to inspire a passion for it. Zoos and science museums, robotics clubs, science competitions, and online games are just a few of the options to engage American youths. Education Week reporters examine what informal science education looks like in practice, and what we know about its impact, its potential, and the challenges it faces. 2011-04-01 00:00:00 Education Week Laura Huerta Migus http://www.edweek.org/ew/collections/sciencereport-2011/index.html N South Atlantic Informal Learning-Education, Research-Reports /resource/detail/31 This webinar, sponsored by the STEM Equity Pipeline, focuses on the relevance of cognitive beliefs and cultural variables on academic and career commitment in science and engineering. Data from studies of underrepresented STEM populations at the undergraduate level will be presented. Examples of strategies for increasing STEM career interests, commitment to research, reinforcing STEM students' academic self-efficacy beliefs, and reducing perceived academic barriers at the individual, department, and institutional levels will be discussed. An archived version of the webinar (with audio) and presentation slides are available. 2011-03-22 00:00:00 Byars-Winston, Angela Laura Huerta Migus http://stemequitypipeline.org/_documents/Byars-Winston_STEM%20Equity%20Pipeline_Webinar%20(final).pdf, http://https://www.livemeeting.com/lrs/8001043798/Registration.aspx?pageName=52bb5lnzwjc46c0l N South Atlantic Minorities, STEM, Careers, Research-Reports, Instructional Strategies /resource/detail/30 The academic choices being made by girls and minorities show that schools need to do more to promote STEM careers and learning opportunities. 0000-00-00 00:00:00 Reasoner, Laura Laura Huerta Migus http://gemsclub.org/yahoo_site_admin/assets/docs/THSummer08TheIckFactor.42164527.pdf N South Atlantic Gender, STEM, Instructional Strategies, Minorities /resource/detail/29 To celebrate Women's History Month, NASA recently unveiled a new website that features women in NASA careers telling their stories in their own words. The website has 32 video interviews with women of diverse backgrounds who represent different aspects of the agency's work. Subjects include NASA Deputy Administrator Lori Garver, astronauts, engineers and scientists. They discuss their accomplishments and offer encouragement to women and girls considering technical careers so they can become the trailblazers of tomorrow. The site also provides information about NASA internships and career opportunities. 2011-03-11 00:00:00 NASA Laura Huerta Migus http://women.nasa.gov/ N South Atlantic Role Models-Mentors, Girls-Women, STEM /resource/detail/28 <p><i>Women, Minorities, and Persons with Disabilities in Science and Engineering</i> is a report that provides information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Information on the site is organized by topic and group. Links to additional data sources and reports are provided. </p><p> This site is updated as new information becomes available. Tables and figures in the report are current as of the date shown. An update of the formal report is issued every two years. </p> 2010-10-01 00:00:00 National Science Foundation Laura Huerta Migus http://www.nsf.gov/statistics/wmpd/ N South Atlantic Minorities, Diversity, Statistics, Research-Report /resource/detail/27 Two articles on evaluating STEM department websites for diversity. 2006-03-01 00:00:00 Cynthia Burack, Beth A. Monteleone Laura Huerta Migus 27_webevalMonteleone.pdf, 27_webevalsBurack.pdf N South Atlantic Equality-Equity-Disparities, Cultural Competence, Website, Evaluation /resource/detail/14 Where the Girls Are: The Facts About Gender Equity in Education. 2008-01-13 00:00:00 AAUW http://www.aauw.org/learn/research/WhereGirlsAre.cfm N South Atlantic Gender, Research-Report, Formal Education, STEM, Identity /resource/detail/13 AAUW (formerly known as the American Association of University Women) 2010-11-01 00:00:00 AAUW Cheryl Juarez http://www.aauw.org/learn/research/whysofew.cfm N South Atlantic Gender, Research-Report, Program Model, Instructional Strategies, Identity, STEM /resource/detail/12 Under the Microscope: A decade of gender equity projects in the sciences. 2004-01-11 00:00:00 AAUW Educational Foundation http://www.aauw.org/learn/research/upload/underthemicroscope.pdf N South Atlantic STEM, Gender, Research-Report, Program Model /resource/detail/11 The Relevance of Science Education Project (ROSE) in England: a summary of findings. 2006-01-15 00:00:00 E.W. Jenkins, R.G. Pell Cheryl Juarez http://www.uv.uio.no/ils/english/research/projects/rose/publications/rose-report-eng.pdf N South Atlantic STEM, Identity, Learning Research, Policy, Research-Report /resource/detail/10 A Kaiser Family Foundation Study 2010-01-01 00:00:00 Kaiser Family Foundation Cheryl Juarez http://www.kff.org/entmedia/mh012010pkg.cfm N South Atlantic Research-Report, Identity, Media, Technology /resource/detail/9 Reducing stereotype threat in classrooms: a review of social-psychological intervention studies on improving the achievement of Black students National Center for Education Evaluation and Regional Assistance. 2009-09-01 00:00:00 U.S. Department of Education Cheryl Juarez http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=135 N South Atlantic Research-Report, Cultural Competence, Instructional Strategies, Identity /resource/detail/8 A CAISE Inquiry Group Report. 2010-03-01 00:00:00 CAISE Inquiry Group Cheryl Juarez http://caise.insci.org/resources N South Atlantic Identity, Informal Learning-Education, Formal Education, Program Model /resource/detail/7 IES Practice Guide U.S. Department of Education. 2007-11-01 00:00:00 Jeri Countryman, Dr. Linda Kekelis Cheryl Juarez 7_IES-encouraging-girls-in-Math-and-Science.pdf N South Atlantic Gender, STEM, Instructional Strategies, Role Models-Mentors, Program Model /resource/detail/6 Fewer American students are going into the sciences, engineering and quantitative disciplines in college and beyond (NSF, 2004). Programmatic, instructional and curriculum successes have not led to expected increases in the numbers and diversity of those achieving at high levels and going into careers in the sciences and quantitative disciplines. We are winning some battles but losing the war. The Engagement, Capacity and Continuity Trilogy (ECC Trilogy) explores why our successes are not translating into more progress, and more importantly, proposes what different stakeholders can do about it. 2004-11-01 00:00:00 Eric J. Jolly, Patricia B. Campbell, Lesley Perlman Cheryl Juarez 6_trilogy-summary.pdf N South Atlantic STEM, Formal Education, Research-Report, Informal Learning-Education, Role Models-Mentors, Policy, Program Model /resource/detail/5 The presenters discuss practical strategies and resources that will help teachers, Girl Scout Leaders and after- school program providers to conduct outreach. 2008-01-01 00:00:00 Jeri Countryman, Dr. Linda Kekelis Cheryl Juarez http://www.iwitts.org/proven-practices/retention-sub-topics/student-support/item/planning-role-model-visits-and-field-trips-to-inspire-girls-in-technology-science-and-engineering N South Atlantic Gender, STEM, Informal Learning-Education, Instructional Strategies, Mentors, Program Model /resource/detail/4 The article describes a design based experiment conducted at a low-income urban school intended to support the teacher in incorporating pedagogical practices supportive of students' everyday knowledge and practices. 2008-01-01 00:00:00 Barton, C., Tan, E Cheryl Juarez http://barton.wiki.educ.msu.edu/file/view/ACB+and+Tan.FOK.pdf N South Atlantic Instructional Strategy, Formal Education, Identity /resource/detail/3 The article describes the differences in female and male learning styles and provides suggestions for appealing to females. 2010-01-01 00:00:00 Donna Milgram Cheryl Juarez 3_gender-differences-in-learning.pdf N South Atlantic Gender, STEM, Research-Report, Learning Research, Instructional Strategy /resource/detail/2 The purpose of the present report is to assess changes in Americas competitive posture in the five years that have elapsed since the original Gathering Storm report was initially published in 2005, and to assess the status of implementation of the National Academies' recommendations. 2010-01-01 00:00:00 National Academy of Sciences Cheryl Juarez http://www.nap.edu/catalog.php?record_id=11463 N South Atlantic Workforce, STEM, Policy, Formal Education, Research-Report /resource/detail/1 This article challenges the assumption that people mostly engage in science learning in the classroom. Given that people in the U.S. spend only five percent of their time in the classroom, the authors assert the importance of out-of-school experience in engaging people in science learning. 2010-01-01 00:00:00 John H. Falk, Lynn D. Dierking Cheryl Juarez 1_95PercentSolution.pdf N South Atlantic Informal Learning-Education, STEM, Identity, Research-Report