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 WEEA Equity Resource Center's online course Engaging Middle School Girls in Math and Science is in its fourth offering as this guide is being field-tested, and has received enthusiastic responses from the teachers and others who have taken it. Though the intended audience for this course is middle school math and science teachers, the need for an easily accessible, high quality training course in gender equitable classroom strategies has become clear from the range of people who have registered and taken the course (curriculum developers, teacher trainers, after school program coordinators). This guide is part of our ongoing efforts to assist and support teachers both in exploring educational equity issues and in translating this learning into realistic, doable strategies and activities that work for them.179_Promote_Equaility_in_Science.pdf
The National Academy of Engineering (NAE), with funding from the National Science Foundation (NSF), convened the Colloquy on Minority Males in Science, Technology, Engineering, and Mathematics (STEM) following the release of reports about educational challenges facing minority males. NSF recognized the need to gather input from research communities that focus on minority males about how to frame studies of (1) gender-based factors that affect learning and choice in STEM education and the workforce for minority males, and (2) the impact of interactions between minority males and societal and educational systems. NSF also sought community input to inform the parameters of a future NSF research program on minority male participation in STEM. The colloquy involved researchers in education, psychology, sociology, mathematics, and physics. This report summarizes the breakout and plenary discussions.View External Website
To address the critical issues of US competitiveness and education students in science and engineering as preparation for entering the workforce, this report puts forward a proposal for K–12 science education that would both capture students’ interest and provide them with foundational scientific knowledge. The report committee outlines expectations for students in grades K–12 to inform the development of new standards for science education and, subsequently, revisions to curricula, instruction, assessments, and professional development for educators. The three core ideas and practices for K–12 science and engineering education are crosscutting concepts with applications in both science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and applications of science. The overarching goal is for all high school graduates to have sufficient knowledge to engage in public discussions of science-related issues, be knowledgeable consumers of scientific and technical information, and be able to pursue the careers of their choice. This report is the first step toward informing state-level decisions and developing a research-grounded basis for improving science instruction.View External Website
This report was written by AAAS(American Association for the Advancement of Science). The minority women were, in fact, falling somewhere in between the funded efforts to improve science opportunities for minorities and efforts to advance women in science. There was little information available on the status of minority women in science and virtually no literature that would advise institutions on the nature of the problems or the remedies. After 35 Years, Evelynn M. Hammonds who wrote this article on blog, reevaluate this report again. View External Website170_1975-DoubleBind.pdf
AAUW’s 2010 research report Why So Few? Women in Science, Technology, Engineering, and Mathematics presents in-depth yet accessible descriptions of eight key research findings that point to environmental and social barriers — including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities — that continue to block women’s participation and progress in science, technology, engineering, and math (STEM). The report also includes up to date statistics on girls’ and women’s achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women.175_Why-So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf
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