Empowering girls in STEM: Impact of the girls meet science project

Yabaş, Defne; Kurutas, Busra Sumeyye; Çorlu, M. Sencer

doi:10.1111/ssm.12540

Cited by 8 publications

(2 citation statements)

References 22 publications

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“…Existing research shows informal STEM learning experiences, such as after-school programs and summer camps, present promising avenues for strengthening female students' STEM self-concept (Chapman et al, 2020;Maiorca et al, 2021;Wieselmann et al, 2020;Young et al, 2017). Further, there is a movement in research and practice examining the potential benefits of same-sex educational experiences (Bigler et al, 2014;Liben, 2015;Yabas et al, 2022). To this end, we seek to examine the potential differences between gendered, informal learning environments and female students' mathematics self-efficacy, science self-efficacy and STEM career interest.…”

Section: Introductionmentioning

confidence: 99%

STEMing together: a comparison of co-ed and all-female informal learning environments

Sanders,

Calabrese,

Gooden

et al. 2024

JRIT

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PurposeResearch has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.Design/methodology/approachTo examine potential differences, we conducted independent sample t-tests.FindingsResults of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.Originality/valueFurther, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.

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Section: Introductionmentioning

confidence: 99%

STEMing together: a comparison of co-ed and all-female informal learning environments

Sanders,

Calabrese,

Gooden

et al. 2024

JRIT

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“…The project aims to provide the girls with knowledge, creativity, and social capital which are essential skills to make them feel confident in their future pursuits [17]. This project is trying to address the gradual loss of interest of girls in science, technology, engineering, the arts, and mathematics (STEAM) subjects which gradually leads to fewer women pursuing a career in this field [18]. Literature shows that efforts to address this issue have largely concentrated on fostering girls' interest during high school and college, but despite promising interventions, the gap remains [19,20].…”

Section: Introductionmentioning

confidence: 99%

Coding Music For No Stress Learning

Maric,

Rani

2023

SMM23, Workshop on Speech, Music and Mind 2023

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This research paper reports on a study conducted over 10week Creative Coding workshops designed to encourage girls' involvement in STEAM fields. By using observations and interviews, this study investigates the participants' experiences, learning progress, collaborative interactions, and perceptions. Additionally, the research examines the potential of creative coding and audio-visual perceptions of music in creating captivating learning experiences and multimedia art. The observations indicate the girls' initial excitement and curiosity, their ability to comprehend coding concepts, and the positive impact of collaboration in creating an empowering and inclusive environment. Participants' testimonies highlight the significance of integrating creative elements in attracting girls to STEAM and enhancing their confidence and aspirations. The findings underscore the importance of nurturing curiosity, promoting inclusivity, fostering collaboration, and integrating creativity to inspire and empower girls in coding and STEAM disciplines.

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Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”

Hafeez,

Xenofontos

2024

SN Soc Sci

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Many studies worldwide conclude that there are no significant differences between the academic performance of boys and girls in school mathematics. In fact, girls are often found to outperform boys in several countries. However, girls and women continue to participate less in mathematics classrooms and have lower enrolment rates in STEM-related subjects. To investigate this paradox, we utilise the theoretical framework of figured worlds (Holland, Lachicotte, Skinner, and Cain in Identity and agency in cultural worlds, Harvard University Press, 1998) and examine how a group of three boys and a group of four girls experience participation in the mathematics classroom. All children had attended the same 9th grade (ages 14–15) in Norway. Based on focus-group and individual interviews with the children, this study identifies three themes around which children construct their experiences: (a) gendered participation in the mathematics classroom, (b) what it means to be a ‘good’ mathematics pupil, and (c) the teacher’s role in fostering pupil participation. In closing, we discuss implications of our work and make recommendations for future research.

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Empowering girls in STEM: Impact of the girls meet science project

Cited by 8 publications

References 22 publications

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

Coding Music For No Stress Learning

Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”

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