Middle school girls' perceptions of engineers before and after a female only summer enrichment program

Hirsch, Linda; Berliner-Heyman, Suzanne; Cano, Rosa; Kimmel, Howard; Carpinelli, John

doi:10.1109/fie.2011.6142990

Cited by 22 publications

(25 citation statements)

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“…More rigorous evaluations of the FEMME program [34][35][36] used the Middle School Attitude toward STEM survey [12]. The MASTEM has been revised to have six subscales; Interest in engineering: stereotypic aspects (Stereotypic), Interest in engineering: non-stereotypic aspects (Nonstereotypic), Negative opinions about STEM (Negative), Positive opinions about STEM (Positive), Self Efficacy for Problem Solving and Technical Skills (Self), and Gender Equity (Gender).…”

Section: A Success Of the Femme Programmentioning

confidence: 99%

A comparison of single and mixed gender engineering enrichment programs for elementary students

Hirsch

Heyman

Cano

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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The Center for Pre-College Programs at New Jersey Institute of Technology sponsors a series of summer enrichment programs designed to increase academically talented students' interest in the fields of science, technology, engineering and mathematics (STEM). Programs such as these can be instrumental in informing young students about careers in engineering and technology and helping ensure they receive the academic background required to prepare for these careers in college. One of the programs has been designed specifically for young girls in an effort to increase the number of women interested in engineering and other technological careers. Although there is much debate about the relative effectiveness of female-only programs, previous research comparing aspects of our female-only program to equivalent mixed-gender programs has shown that they can be particularly effective in reaching young girls, influencing their perceptions of engineers and attitudes toward engineering as a career. The addition of equivalent male-only programs has prompted additional research comparing changes in students' perceptions of engineers and attitudes toward engineering, as well as increases in learning and content knowledge. The three different gender grouped programs (female-only, male-only and mixed-gender) were identical in content. The single gender programs within the same grade were taught by the same teacher. Although the mixed gender programs were taught by a different teacher the curriculum was exactly the same. In addition to objective measures of effectiveness, teachers were interviewed to collect qualitative data about the climate in the classroom and students' interactions within the three different gender groupings. Results show differential effects among the programs, not only in terms of perceptions, attitudes and learning, but also in the classroom climate and students' interactions in the classroom.

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Section: A Success Of the Femme Programmentioning

confidence: 99%

A comparison of single and mixed gender engineering enrichment programs for elementary students

Hirsch

Heyman

Cano

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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“…Consistent with findings in previous research, it appears that while attitudinal measures such as the MATES are useful in evaluating the effectiveness of most engineering curriculum materials 66 or STEM programs 67 they are not necessarily the most effective measures of change that results from programs designed for high achieving students [57][58][59][60] .…”

Section: Discussionsupporting

confidence: 63%

“…Ironically, young boys and girls do not differ much in technical abilities or interest in STEM during the early years of their education, but girls develop negative attitudes toward technological studies in the later high school years [22][23][24] . Research has found that providing young girls with a positive STEM-related experience in middle school, before they develop negative attitudes or lose interest can have a positive influence on their decision to pursue studies in STEM 20,[25][26][27] .…”

Section: The Underrepresentation Of Women and Minoritiesmentioning

confidence: 99%

“…Summer enrichment programs like FEMME, designed with the goal to increase the number of women interested in engineering and other technological careers in an atmosphere free from male dominance are consistent with this recommendation and prior evaluations of the FEMME program 46,[56][57] . Girls who have participated in FEMME programs have been found to have significantly more positive attitudes toward STEM, particularly engineering, and significantly more knowledge of engineering careers compared to other students (both male and female) from similar backgrounds [58][59] . Follow-up surveys of FEMME girls who have completed high school indicate that approximately 70% continue on a career path in STEM 56 .…”

Section: Introductionmentioning

confidence: 99%

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Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders

Hirsch

Heyman

Cano

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The benefits and relative effectiveness of single-gender education are still unclear and more research is necessary before strong conclusions can be formed. Results of previous evaluations comparing aspects of female-only summer enrichment programs to equivalent mixed-gender programs has shown female-only programs to be particularly effective in educating young girls about engineering and positively influencing their perceptions of engineers and attitudes toward engineering as a career. Subsequent evaluations comparing single-gender vs mixed-gender programs including male-only programs had mixed results. The current study is a more rigorous examination of gains in content knowledge and takes a closer look at the issues of self-efficacy, gender equity and qualitative perceptions of engineers using the Middle School Attitudes toward Engineering and Knowledge of Engineering Careers Survey and the Draw an Engineering Test in equivalent post 4 th grade female-only, male-only and mixed-gender programs. Previous evaluations included higher-grade programs with some returning students that had already participated in other program(s) so they had some prior knowledge of engineering and had possibly participated in a program of a different gender composition. In addition to comparisons among gains in content knowledge, comparisons between characteristics of students drawing from the Draw an Engineer Test and responses to the Attitudes toward Engineering and Knowledge of Engineering Careers Survey found significant differences among the three gender group programs in terms of self-efficacy and gender attribution of engineers.

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“…Oldukça dikkate değer olan bu bulgu; kız öğrencilerin mühendisliğin erkeklerle özdeşleştirilmesinin doğru olmadığını anlamaları ve kendilerini hayallerindeki mühendisle özdeşleştirdikleri şeklinde yorumlanmıştır. Bu araştırmayı kadın mühendis algısının olumlu yönde gelişimi açısından destekleyen araştırmalar bulunmaktadır (Ercan, 2014;Ganesh, 2011;Ganesh vd., 2009;Hirsch, Berliner-Heyman, Cano, Kimmel ve Carpinelli, 2011). Öğrencilerin mühendislik kariyerine olan bakış açıları, onların mühendislikle ilgili algılarına bağlıdır (Chan ve Fishbein, 2009;Schunn, 2009;Knezek, Christensen, Tyler-Wood ve Gibson, 2015).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi

Gülhan¹,

Şahin²

2017

Eğitim Bilimlerinde Yenilikler Ve Nitelik Arayışı

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Middle school girls' perceptions of engineers before and after a female only summer enrichment program

Cited by 22 publications

References 1 publication

A comparison of single and mixed gender engineering enrichment programs for elementary students

A comparison of single and mixed gender engineering enrichment programs for elementary students

Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders

Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi

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