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Learning Experiences and Self-efficacy of Minority Middle-School Girls during a "Bio-char Modified Cement Paste" Research Program at an HBCU

Conference Session
Women in Engineering Division Technical Session 4
Collection
2019 ASEE Annual Conference & Exposition
Authors
Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
their knowledge gained using the preferred arts.Fifty-nine percent (59%) of the girls made statements about use or development of soft skills suchas teamwork and creativity. During their presentation practice sessions, there was a lot of peerteaching and coaching. The teams were great at negotiating team options and agreeing on a teamapproach to this interesting and exciting arts-infused presentation. Notably, 46% of the girlsindicated that they had fun working and presenting with their teammates.Research Question 3. How did the various research and learning activities impact the self-efficacy of minority middle-school girls?The research and learning activities in this STEAM ACTIVATED! program had an impact onthe self-efficacy of the girls as
Relevance Score: 0.031820383

Enhancing Gender Diversity in STEM Requires Support from All

Conference Session
Women in Engineering Division Technical Session 5
Collection
2019 ASEE Annual Conference & Exposition
Authors
Keith J. Bowman, University of Maryland, Baltimore County; Sue Rosser, California State University System, Office of the Chancellor
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
of unemployment, men eschew trainingand careers in these health professions, presumably because of their focus on service and historyof female participation.As previously described above, computing and engineering topics were not traditionally includedin elementary education. Their introduction across the past decade has been strongly tied topreparing students for careers. As is evident from Draw-a-Scientist or Draw-a-Mathematicianresearch [25-27], young people already recognized that science and math provided more than skillsand knowledge; they are very relevant to having careers. Perversely, exactly the same educationtopics that have not been emphasized to young students as important for career success havebecome the “soft skills” sought
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