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.
ABSTRACT: Computationally enhanced craft items have created a new genre of educational toys and construction kits. Previous work shows that such activities increase interest in STEM particularly among female audiences . However, there are few affordable kits for children, and current projects leave room for improvement. Many kits provide cookie cutter projects that call for blind following of instructions. Additionally, they market to girls with stereotyped branding (e.g. using colors like pink or activities like baking) and with preconceived ideas about their interests. We are working to expose these concepts in gender-neutral ways that encourage creativity and resourcefulness. The Invent-abling project, outlined in this paper, addresses gender inequality in STEM learning tools by exploring how aesthetics, materials, applications, and learning styles, impact girls' engagement with educational materials. Interaction Design and Children: June 2013183_guler_and_rule_2013.pdf
ABSTRACT: For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity and real world problem solving skills. Recent research has focused on the necessity of emphasizing the use of creativity and design in attracting girls to STEM academic and career fields. Many extra and after school activities (e.g.,State Science Fair, math club, environmental club), provide girls with experiential learning that incorporates problem solving and/or creativity and design skills as well as providing investigative opportunities into academic areas that may not be part of the regular school day. Through hierarchical regression analyses, this study examined the extent to which middle and high school girls (n = 915) age, and interest and confidence in a) problem solving and b) creativity and design predicted their interest in four STEM subject areas. A follow up analysis identified the extracurricular activities in which girls with higher interests in problem solving and creativity and design were involved. Results revealed that interest in problem solving was a positive predictor for interest in all four STEM subject areas; whereas, interest in creativity and design was a positive predictor for interest in computers and engineering, but a negative predictor for interest in science. American Journal of Engineering Education: Spring 2013184_Cooper_and_Heaverlo_2013.pdf
ABSTRACT: In 2007, Cornell University piloted the Museum Discovery Institute (MDI), adding a new dimension to its commitment to educational outreach. The pilot program was aligned with the Girl Scouts National GirLink Initiative and its Museum Discovery badge requirements, in response to the organizations initiative focused on girls and technology. Students visited bricks and mortar museums on Cornell Universitys campus and designed and created their own 3D virtual exhibits in response to their learning experience during the museum visits. In this case study, we will describe and contextualize the framework of the educational experiences integrated into the Museum Discovery Institute as a reference resource for museum education professionals and classroom educators. Journal of Virtual Worlds Research: June 2013185_kolodziej_2013.pdf
Incorporating novel, cross-disciplinary technologies such as e-textiles in computing education can broaden participation, particularly by women, and improve learning outcomes. Computer: September 2013186_Peppler_2013.pdf
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
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