Women And K 12 Science And Mathematics Education

This hearing is the second in a series of hearings to be held by this subcommittee on the subject of "Women in Science and in Technology." The focus is on the issues of gender bias in precollege science and mathematics education. The first panel of witnesses will present the most recent data on the achievement, participation, and treatment of girls in math and science classes at the elementary and secondary school levels, and then use this data as a basis to suggest ways to improve our educational system. Witnesses include: Susan McGee Bailey, Center for Research on Women at Wellesley College, Wellesley, Massachusetts; Jane Butler Kahle, Miami University, Oxford, Ohio. The second panel of witnesses will focus on strategies and programs to increase gender equity, including both programs to provide increased math and science exposure directly to female students and strategies to provide training to teachers, parents, and guidance counselors. Witnesses on this panel include: Shirley Malcom, American Association for the Advancement of Science, Washington, D.C.; Richard E. Stephens, Office of University and Science Education Program, U.S. Department of Energy, Washington, D.C.; Jane Stutsman, Directorate of Education and Human Resources, National Science Foundation, Washington, D.C.; Stacy Kass, Careers and Life Planning, Girls, Inc., New York, New York; and Rebecca Failor, Math/Science Network, Oakland, California. An appendix contains a U.S. Department of Energy education programs catalog, 1994. Brief descriptions of each facility, its programs, and contact information are included. (MKR)

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

This report reviews the most current data on women's progress in mathematics and science achievement, attitudes, course-taking patterns, and college majors. Results of recent studies suggest that many factors such as parental encouragement, teacher preparation, teacher student interactions, curriculum content, hands-on laboratory experiences, self-concept, attitudes toward mathematics and science, availability of mentors, and home resources contribute to the attitudes, access, and achievement of young women in mathematics and science. The research cited here suggests that the gender gap in science and mathematics in the United States appears at Grade 10 while internationally the gap appears around Grade 8. Despite this, there are still substantial differences between women and men in mathematics, computer science, engineering and science fields. Contains 29 references. (DDR)

Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

What Girls Say About Their Science Education Experiences describes the science education experiences of 12 young ladies enrolled in advanced science courses in a Southeast Texas High School. What Girls Say... includes profiles of each girl and topical chapters dealing with generalizations about the key elements of experience that the girls illuminated. Also, a detailed review of the current literature related to girls and science is provided. The strength of the text lies in the use of the participants. words to describe their own experiences. Unfortunately, despite over 30 years of research related to gender and science education, females still are underrepresented in some upper-level high school science courses, particular college science curricula and majors, and many scientific careers. While boys and girls enter school with equal ability, girls are marginalized in science and math to the point that they trail males in science interest and participation by graduation time. However, such differences have decreased. While attitudes, achievement levels, and the other components of "the science education experience" have been quantitatively examined, very little qualitative analysis exists to describe the educational experience of females in American high school classrooms from the perspective of the student. A description of this phenomenon as constructed through the experiences of female students represents a worthy pursuit. This book represents an attempt to describe this phenomenon as constructed through the experiences of female students. Very simply, the purpose of this book was to describe the essential elements of the current science education experience as constructed by female physics and advanced chemistry students. The construct of science education experience for females included perceived (a) affective attitudes, (b) achievement and success, (c) ability, (d) cultural factors, (e) social-psychological factors, (f) interpersonal factors, and (g) instructional/teacher factors. All of these topics are addressed in What Girls Say About Their Science Education Experiences.

Incorporate brain-based research to empower girls in the classroom! This engaging, practical guide examines how girls’ unique sensory, physical, cognitive, and emotional characteristics affect their performance in the classroom, and shows you how to adapt classroom experiences to assist girls’ learning, particularly in math and science. Readers will find: Research-based techniques and applications for differentiating math and science instruction Ways of dealing with girls’ stress Up-to-date findings on left- vs. right-brain learning, learning styles, and math anxiety Resources, figures, and charts, as well as quizzes in each chapter that introduce the topic and challenge preconceived notions of learning differences

Encouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: “A Never Ending Story.” This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society’s future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women’s studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.