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.
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 2013View External Website
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. View External Website
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. View External Website
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. View External Website
Statistics shows that ELLs students are less likely than fluent peers to enroll in advanced math and science courses. View External Website
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