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.
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
This award honors one female student in grades 5-8, who is involved in or has a strong connection to science. The award has been established in honor of Gerry Wheeler, Executive Director Emeritus, and his outstanding dedication to NTSA and lifelong commitment to science education.View External Website
Science, technology, engineering, and math (STEM) workers are essential to American innovation and competitiveness in an increasingly dynamic and global marketplace. In this third report, we examine demographic disparities in STEM education and find that educational attainment may affect equality of opportunity in these critical, high-quality jobs of the future. This report follows an analysis of labor market outcomes and gender disparities among STEM workers. We find that regardless of race and Hispanic origin, higher college graduation rates are associated with higher shares of workers with STEM jobs. But non-Hispanic Whites and Asians are much more likely than other minority groups to have a bachelor's degree. By increasing the numbers of STEM workers among currently underrepresented groups through education, we can help ensure America's future as a global leader in technology and innovation. Other key findings of this report include: - Non-Hispanic Whites comprise the largest group of STEM workers, accounting for about seven out of ten STEM workers, which aligns closely with their share of the overall workforce. - Non-Hispanic Asians are most likely (42 percent) to graduate college with a STEM degree, while the propensities of other groups are all fairly similar (17-22 percent). - Half of all non-Hispanic Asian workers with STEM degrees have STEM jobs, compared to 30 percent of Hispanics and non-Hispanic Black and American Indian and Alaska Native workers. - One in five STEM workers is foreign-born, of which 63 percent come from Asia. - STEM workers in all demographic groups, including the foreign-born, earn more than their non-STEM counterparts. Hispanics and non-Hispanic Blacks receive a significantly larger STEM premium than do non-Hispanic Whites.View External Website42_educationsupportsracialandethnicequalityinstem_0.pdf
Presents the findings of two national surveys, conducted online by Harris Interactive, of college students currently pursuing science, technology, engineering and math (STEM) degrees and of parents of K-12 students. The goal of the surveys was to gain insight about what can better prepare and inspire students to pursue post-secondary education in STEM subjects.44_STEM_Perceptions-Students_and_Parents_Study.pdf44_STEM-IG.pdf
Executive Summary Our science, technology, engineering and math (STEM) workforce is crucial to America's innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness.View External Website
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