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: The underrepresentation and attrition of women students in science, technology, engineering, and math (STEM) fields is a widely acknowledged, complex problem for which solutions will be multi-faceted. However, while a large body of research examines factors that influence girls and women's experiences in these fields, many STEM educators at the K-12 level may be unfamiliar with the most recent research on gender's relation to STEM classes. This paper aims to bridge research to practice by identifying strategies for educators as they work to capture students' interest in STEM and retain students who are already interested. Seven key practices for creating gender-inclusive STEM classrooms were identified through a comprehensive literature review of social science research in gender and education. This research indicates, moreover, that the benefits of most practices can be broadened to all STEM students. ASEE Conference: June 2013188_ASEE_2013_Scutt.pdf
I'm not sure if this is the place to add this information; however, it is relevant. I am the convenor of the Colorado Collaborative for Girls in STEM, the new Colorado state arm of the National Girls Collaborative Project. Cool Girls Science and Art Club is the convening organization. We will hold our first information and implementation meeting on March 6th at Skyline High School in Longmont, Colorado, hosted by principal Dr. Patricia Quinones. Skyline has a STEM Academy and an active program to encourage girls in STEM. Patty is on our CoCoSTEM Leadership Team. www.ngcproject.org http://www.facebook.com/CoCo.STEM?v=info www.coolgirls-scienceart.org http://www.facebook.com/CoolGirlsScienceAndArtClubView External Website
Trend data show that girls and women have made substantial gains in the last three decades in terms of educational equity (NCES, 2000). They are doing as well or better than their male peers on many indicators of educational achievement and attainment. However, they still lag behind their male peers in aspects of mathematics and science achievement and advancement towards, and attainment of, careers in science, technology, engineering, and mathematics (STEM)._and_Afterschool_Programs.pdf
In 1972, Congress passed Title IX of the Education Amendments of 1972 to ensure equal opportunity in education for all students, from kindergarten through postgraduate school, regardless of sex. This landmark legislation states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance â�� 20 U.S.C. Â§1681 In honor of the 40th anniversary of the lawâ��s passage, the National Coalition for Women and Girls in Education (NCWGE) published this comprehensive report to help give educators, parents, students, and lawmakers a better understanding of Title IXâ��s impact and challenges that remain in many areas of education, including: Science, Technology, Engineering, and Mathematics Career and Technical Education Bullying and Sexual Harassment Single-Sex Education Pregnant and Parenting Students Athletics View External Website
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