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.
The articles listed in this volume are: *Where It Gets Interesting: Competing Models of STEM Learning After School *How Wide Is A Squid Eye? Integrating Mathematics Into Public Library Programs for the Elementary Grades *Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned *Implementing Out-of-School Time STEM Resources: Best Practices from Public Television *Variations on a Theme: Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types *Shifting Expectations: Bringing STEM to Scale Through Expanded Learning Systems *Getting Intentional About STEM Learning 182_ASM_Spring2013_full.pdf
The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students' STEM Identity Formation---------- Abstract: Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women's learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the margin- alization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants' STEM identity formation during two informal science learning environments (an all girls STEM camp and a co- educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls' STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program. (Published January 2013)View External Website
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 viÂnculo para conocer el modo de enviar las contribuciones. View External Website
AAUW (formerly known as the American Association of University Women)View External Website
The presenters discuss practical strategies and resources that will help teachers, Girl Scout Leaders and after- school program providers to conduct outreach.View External Website
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