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 2014 Racial Disparity in Breast Cancer Mortality Study — a national study published by Sinai Urban Health Institute and the Avon Foundation for Women — has found a black:white disparity in breast cancer mortality in 39 of the most populous U.S. cities, with 35 of those cities experiencing a widening disparity over a 20-year period from 1990 to 2009.View External Website
Governments, schools and companies keep track of your race. The statistics are used to track the proportion of blacks and whites who graduate from school. They tell us how many people identify themselves as Native American or Asian. They help us measure health disparities. But there's a problem with all those statistics — and the deeper way we think about race. by NPRView External Website
As UN Secretary General Ban Ki-Moon noted recently, "Today, there are 57 million children out of school -- and most of them are girls." Teachers and administrators around the globe are struggling to create school environments that are friendly and supportive to both girls and boys. Yet complex gender-based barriers to education remain, hindering girls', and in some cases boys', access to school and participation in the classroom. For example, girls are less likely to begin school in many places, but boys are more likely to repeat grades or drop out altogether...View External Website
This overview of the National Science Board’s Science and Engineering Indicators 2014 highlights some major developments in international and U.S. science and engineering (S&E). The international component of the overview is focused primarily on relatively recent changes affecting patterns in the ways science and engineering are translated into innovations with commercial and economic value. It pays particular attention to describing how the global map of science and technology (S&T)-related economic activity in the wake of the severe economic downturn in 2008–09 is different from the patterns present in data from before the downturn. The domestic component of the overview has a significantly different focus in two respects. First, it takes a much more long-term view than the international component, counted mostly in decades rather than in years. Second, it focuses primarily on the institutions that are or have been centrally involved in producing research outputs such as publications and patents. It summarizes continuities and changes in the kinds of people who staff those institutions, the practices that characterize them, and the products they make. Especially over the long term, the international and domestic S&E trends that Science and Engineering Indicators describes can be understood in light of the worldwide trend toward more knowledge-intensive economies. In this type of economy, research, its commercial exploitation, and other intellectual work are of growing importance. Such economies rely on sustained investment in research and development that produces useful innovations. They also rely on higher education that prepares students to use S&E knowledge and related research skills to develop new and better ways to make products and perform services. As a result, data on trends in R&D and human resources infrastructure feature prominently in both parts of the overview and throughout Science and Engineering Indicators. Knowledge-intensive economies, however, also rely on other kinds of infrastructure, including reliable and modern transportation and communications and a broadly educated and literate population, to enable them to function effectively. The overview is not intended to be comprehensive. Numerous important topics that are addressed in individual chapters, and even some that crosscut the volume, are not covered in the overview. Major findings on particular topics can be found in the “Highlights” sections that appear at the beginning of chapters 1–7. The indicators included derive from a variety of national, international, public, and private sources and are not always strictly comparable in a statistical sense. As noted in the text, in some cases the quality of available data is less than ideal, and the metrics and models relating them to each other and to economic and social outcomes need further development. Thus, the emphasis is on broad trends. Individual data points and findings should be interpreted with care.View External Website
"Hidden Currents In The STEM Pipeline: Insights From The Dyschronous Life Episodes Of A Minority Female STEM Teacher" ABSTRACT: In this article, I use the idea of dyschrony to describe the multiple disjunctures experienced in a Hispanic woman’s life as she struggled to gain full membership in the STEM (science, technology, engineering, and mathematics) com- munity. Despite having earned a doctoral degree in chemistry and a teaching position in a STEM school, she was cognizant of how gender and race had marginalized her and her minority fe- male students, making them feel like border members of the STEM community. She had formed a solidarity group within the STEM school. As I apply the construct of dyschrony to analyze the in-depth interviews with the teacher, I illuminate tensions in the STEM pipeline and suggest that one should be critical about the promise of social mobility. The forming of solidarity groups may contribute to positive experiences of minority girls in STEM schools. Dyschrony may be used as a helpful analytic construct to unpack the forces contributing to minority women’s struggles in STEM fields and understand why they might leave.223_Teo_2014.pdf
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