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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.

2014 | By: Liana Heitin

Google Puts $50 Million Toward Getting Girls Into Coding

Google announced on June 19 it was putting $50 million into an initiative aimed at closing the gender gap in computer coding.View External Website


Region: Mid Atlantic

Contributor: Georgette Williams

2014 | By: National Center For Education Statistics (NCES)

The Condition of Education 2014

The Condition of Education 2014 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: research/report/data, science instructional strategies, STEM, girl-friendly strategies, outreach/recruitment

2014 | By: Maggie Fox

Girls Do Better Than Boys in School At All Ages And Subjects, Study Finds

It may come as no surprise to teachers, but girls do better than boys in school, a new study finds. What may be a surprise is that this holds true at all ages, in all subjects including math and science and around the world, the American Psychological Association analysis found. April 29th 2014View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: gender, disparities/stereotypes, research/report/data, STEM

2014 | By: Molly Shea

Negotiating Science Identities with Gender, Race, and Perceptions of Expertise Across Settings

This three-year study focused on girls' engagement with science and how they negotiate identities with and in opposition to science in a community-based afterschool program. The study Rahm reports on here is part of a larger multi-sited ethnography of learning and identity in science. She observed girls whose families had recently immigrated to Montreal, Canada and were participating in an afterschool program focused on creating science newsletters and science fair projects. These observations were supplemented by interviews with students and instructors. Twelve girls from ages 11 to 14 participated in the activity each year (2008-2011). The students' families had mixed immigration histories coming from Morocco, Congo, Caribbean, Greater Antilles, Bangladesh and Sri Lanka. Original Article: Rahm, J. (2012). Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls. Journal of the Learning Science 7(2), 247-264View External Website


Region: N South Atlantic

Contributor: Ta-Shana Taylor

Tags: gender, disparities/stereotypes, research/report/data, STEM

2014 | By: Greg Thompson

The Maker Movement Conquers the Classroom

A hands-on approach to STEM engages students, but how does project-based learning connect with standardized testing? 04/30/14 View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: instructional strategies, technology/computer science, technology/computer science instructional strategies, informal education

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June, 2014 Newsletter

June 8th is World Oceans Day! There are many ways you can participate and strive for...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 Miami Science Museum, 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