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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: Kimberly Scott and Mary White

COMPUGIRLS' Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color

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


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: Minorities, Cultural Competence, Technology/Computer Science Instructional Strategies, Girl-friendly instructional strategies

2013 | By: Ron Eglash and Rensselaer Polytechnic Institute

Culturally Situated Design Tools

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


Region: N South Atlantic

Contributor: Jina Kim

Tags: Minorities, Racial/Ethnicity

2013 | By: Yen, H

US whites now losing majority in under-5 age group

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


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: cultural competence, minorities

2013 | By: NSF

Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013

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


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: women, careers/workforce, gender, minorities, research/report/data

2013 | By: Michael Price

Plodding Progress for Women, Minorities in Science

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


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: women, diversity, minorities, careers/workforce, research/report/data

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Science Central's Ms. Tech Camp

With support from a Girls RISEnet Minigrant, Science Central, a hands-on science center in northeast Indiana, partnered with the Boys and Girls Club of Fort Wayne and the Fort Wayne Urban League, as well as the general public, to host our first ...Read More

Privacy Policy | The Girls RISE (Raising Interest in Science and Engineering) National Museum Network is funded by Grant No. HRD-0937245 from the National Science Foundation (NSF), Human Resource Development, Research on Gender in Science and Engineering Extension Services (GSE/EXT) Program. Project collaborators include the Patricia and Phillip Frost Museum of Science, the Association of Science-Technology Centers (ASTC) and SECME, Inc. The project seeks to increase the capacity of science centers and museums to interest girls from underrepresented populations in the engineering sciences