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.
Abstract: This article investigates the motivations of African American and Latino girls (N = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally responsive multimedia program after school and into the summer. Understanding that girls from economically disadvantaged settings are indeed motivated to become technological innovators but often do not have access to the necessary resources to follow their interest, our program entitled COMPUGIRLS assumes a culturally responsive computing approach. This research examines particular features of the program (e.g., asset building, reflections, and connectedness) that attracted and retained the Latina (74%) and African American (19%) adolescent (ages 13-18) participants as well as to what extent the culturally relevant aspects of the curriculum assist with program retention and/ or affect the students vision of themselves as a future technologist. An evaluative approach gathered 2 years of data from the participants. Field notes from observations and interviews were transcribed and reviewed to extract themes and areas of convergence. As a standpoint theory project, the authors center the girls' voices as the primary data sources. Two primary themes emerged from the data to explain girls' sustained motivation. The first was the challenge of learning and mastering the technology. For many, this also included disproving the stereotypes of their abilities by age, gender, and race. The second theme was being able to manipulate technology and learning experiences as a means of self-expression and research, particularly if the results could be used to inform their community and peers. The authors posit that much of the program impact was because of the culturally responsive practices (asset building, reflection, and connectedness) embedded within the curriculum. Implications for urban educators and program developers are considered. Urban Education: September 2013187_Scott_and_White_2013.pdf
Culturally Situated Design Tools (CSDT) are software applications aligned with computer science curriculum. CSDTs address African, African-American, Latino, Native American, and Youth subculture themes. Many cultural designs are based on mathematical principles. This software will help students learn standards-based math and computing as they simulate the original artifacts, and develop their own creationsView External Website
For the first time, America's racial and ethnic minorities now make up about half of the under-5 age group, the government said Thursday. It's a historic shift that shows how young people are at the forefront of sweeping changes by race and class. June 13, 2013View External Website
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/28View External Website
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.View External Website
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