Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Women in Engineering
In January of 2016 we began a mixed method, longitudinal study at a middle school in the Pacific Northwest. The survey was math, science and STEM (which comprised of life science, earth-space science, technology-engineering and math puzzles). The survey was expanded to include the question, “Do girls belong in engineering?” The results of the 2016 survey reflected numerous relationships between believing girls belong in engineering and other STEM interests that could impact pedagogy and curriculum development. For instance, all the girls who attended the after-school program believed girls belong in engineering compared to approximately 65% of the 6th grade girls, 55% of the 7th grade girls, 42% of the 6th grade boys and 41% of the 7th grade boys. Statistical modeling revealed endorsement of girls in engineering significantly moderates the effect of gender on earth-space science STEM interest, such that the more an individual believes girls belong in engineering, the more likely girls will report higher interest in earth-science interest. It matters what kids believe in. Perception matters. STEM education could improve the reputation of STEM, especially engineering, as a more approachable and caring profession where girls belong.
Burns, H. D., & Rice, S. P. M. (2018, June), Do Students Believe Girls Belong in Engineering? So What? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30342
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