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Evaluating The Effectiveness Of Gender Equity Training In Engineering Summer Workshops With Pre College Teachers And Counselors

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

14

Page Numbers

6.471.1 - 6.471.14

Permanent URL

https://peer.asee.org/9237

Download Count

44

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Paper Authors

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Patricia Secola

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Bettie Smiley

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Dale Baker

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Mary Anderson-Rowland

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1692

Evaluating the Effectiveness of Gender Equity Training in Engineering Summer Workshops With Pre-College Teachers and Counselors

Patricia M. Secola, Bettie A. Smiley, Mary R. Anderson-Rowland, Dale R. Baker Arizona State University

Abstract

The WISE Investments (WI) Program is a three-year NSF project designed to encourage young women to pursue engineering and related careers. A major component of this grant is to provide two two-week summer professional development workshops that introduce middle school, high school, and community college teachers and guidance counselors to engineering. These educators are responsible for integrating what they have learned in the engineering workshops by using related activities in their mathematics and science curricula. The counselors include applied math and science in their career counseling and implement an outreach program to encourage students to consider a major in engineering.

The engineering workshops have provided instruction to 90 pre-college educators from the local community colleges, middle schools, and high schools. To evaluate the short-term effectiveness of the professional development workshops, assessment instruments were used to provide feedback and strengthen instruction. One part of this formative process included an objective measure related to gender equity.

The educators were asked to complete a questionnaire prior to the workshop to assess their understanding of gender issues in engineering, science, mathematics, and technology. The same instrument was administered after completing eight engineering labs. The paper will present a comparison of the summer 1999 and summer 2000 data to illustrate the need for gender equity programs in the middle schools, high schools, and community colleges.

I. Introduction

The term gender equity refers to eliminating sex-role stereotyping and sex bias from the classroom setting and instructional practices. It is used to signal efforts to broaden equal opportunities in an environment that empowers all students to follow through on their personal careers and life choices.1 Despite the efforts to pass Title IX in 1972, there is evidence that society continues to hold different expectations for women and men. 2 Only 44% of the students majoring in engineering their freshman year remain in engineering their senior year and only Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright c 2001, American Society for Engineering Education

Secola, P., & Smiley, B., & Baker, D., & Anderson-Rowland, M. (2001, June), Evaluating The Effectiveness Of Gender Equity Training In Engineering Summer Workshops With Pre College Teachers And Counselors Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9237

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