This paper sketches the context for participation in science by girls from historically underrepresented populations and offers a detailed description of Sisters4Science (S4S) and its personalized, girl-centered pedagogy. The S4S example suggests a need to complement current out-of-school science programs with lessons from girl-centered practice and research.
This article presents strategies youth development programs can use to fortify relationships and foster identity development as a way to help bolster the academic performance of girls of color.
This is a review of Jrene Rahm's 2010 book "Science in the making at the margin: A multisited ethnography of learning and becoming in an afterschool program, a garden, and a math and science Upward Bound program." Rahm's research focuses on the nature of how science and meaning making are achieved through these programs.
African-American adolescent girls who expressed little interest in literacy activities nevertheless enthusiastically engaged in reading and writing around a topic that mattered to them—doing hair—particularly when they were allowed to determine the format of the literacy activities. The program aimed to carve out free spaces for self-directed learning.
This paper outlines the need for sustainable, scalable afterschool computer science programs targeting girls and describes the development of one such curriculum. Evaluation research on girls’ learning of computer science and on the capacity of afterschool staff and organizations to provide computer science programming leads to our description of a research-based approach to sustaining and scaling the program nationally—an approach that other programs might use to expand their reach and impact.
Dance classes provide a model for afterschool and in-school education where multiple, “embodied” modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished.
Nearly 79,000 questions sent to an Internet-based Ask-A-Scientist site during the last decade were analyzed according to the surfer's age, gender, country of origin, and the year the question was sent. The sample demonstrated a surprising dominance of female contributions among K-12 students (although this dominance did not carry over to the full sample), where offline situations are commonly characterized by males' greater interest in science. This female enthusiasm was observed in different countries, and had no correlation to the level of gender equity in those countries. This suggests that
DATE:
TEAM MEMBERS:
Ayelet Baram-TsabariRicky SethyLynn BryAnat Yarden
In what ways do urban youths’ hybridity constitute positioning and engagement in science-as-practice? In what ways are they “hybridizing” and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist–museum–school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro
This executive summary presents demographic data and survey results from participants in the 2010 SciGirls summer camp. Based on the post survey responses, the majority of the participants felt that the camp had increased their interest in science (78%) and science careers (97%). Those students who did not mention an increased interest said that they already had a high interest in science and STEM careers before camp.
This executive summary provides data tables with demographic information and follow-up responses from participants in the SciGirls program. These results demonstrate that participation in the camp had varying specific effects on students all leading to an increased interest in STEM.
We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require
DATE:
TEAM MEMBERS:
Amy BieberPaul MarcheseDon Engelberg