Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”

Millar, Victoria; Hobbs, Linda; Speldewinde, Christopher; Driel, Jan van

doi:10.1108/ijmce-11-2021-0100

Cited by 5 publications

(4 citation statements)

References 38 publications

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“…This conclusion supports previous research ndings that women who persist in STEM need strategies to handle discrimination (Casad et al, 2021;Fisher et al, 2020;Schmader, 2023). Women in this study persisted through harassment and discrimination by adapting their behavior (Buse et al, 2013), relying on other women for advice and support (Espinosa, 2011;Shapiro & Sax, 2011), focusing on deep subject interest (Verdín, 2021), expertise (Cech et al, 2011), sense of identity (Millar et al, 2022), and working toward change (Casad et al, 2021;Kong et al, 2020).…”

Section: Conclusion 2: Women In Stem Persist Despite Their Negative E...supporting

confidence: 90%

“…By retaining more women in STEM now, they can become teachers, decision-makers, research leaders, role models and mentors for future generations. Seeing women represented in a wide variety of STEM roles can inspire and encourage girls by supporting the development of STEM identity (Millar et al, 2022;Steinke, 2017), improving a sense of belonging (Xu & Lastrapes, 2021), and helping them think beyond gendered career stereotypes (Schmader, 2023). By understanding the factors that contribute to women's persistence in STEM and developing strategies to support their success, the future of STEM can be more equitable than its past.…”

Section: Introductionmentioning

confidence: 99%

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Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics

Saigo

2024

Preprint

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This study’s purpose was to understand how women persist in STEM through the lens of self-determination theory, which posits that persistence improves when basic psychological needs are satisfied. The researcher recruited 641 women with 6+ years of STEM experience for an anonymous online survey. The instrument included the 24-item Basic Psychological Need Satisfaction and Frustration Scale and several open-ended questions. Statistical analyses showed high satisfaction and low frustration levels for autonomy, competence, and relatedness. Significant associations were found between persistence, combined satisfaction, competence satisfaction, and other variables. Qualitative analyses identified 17 satisfaction themes, 10 frustration themes, and six sociocultural themes in participants’ responses. Four conclusions were reached: First, women in the study were highly satisfied overall; second, they persisted despite negative experiences with discrimination and bias. Third, organizations must support autonomy, competence, relatedness, and equity to promote persistence. Fourth, there are career points where attrition risk is higher. Recommendations include programs to promote women’s interest, self-efficacy, and belonging in STEM.

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Section: Conclusion 2: Women In Stem Persist Despite Their Negative E...supporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics

Saigo

2024

Preprint

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“…By including female role models in the sessions, we aimed to create an environment that fostered positive learning experiences for the girls. In order to provide more relatable mentors [28], we invited a mix of female members of the CSE department -some of them were professional software developers while some of them do not know to code also as mentees.…”

Section: Figure 1 Strudel Interfacementioning

confidence: 99%

“…Thinking of the best ways to support and improve girls' learning experience we have put special importance on close collaboration between mentors, teachers, and their peers. By working together, we aimed for the creation of a supportive network where the girls could learn from each other and build social capital [22,23,28]. This collaboration would not only facilitate their technical skills development but also cultivate teamwork and communication abilities, which are essential not only in the field of coding but as one of the most important 21st-century skills.…”

Section: Figure 1 Strudel Interfacementioning

confidence: 99%

Tailoring Full STEAM Ahead Empowerment: Creative Coding for 21st Century Girls

Maric,

Murali Rani

2024

EAI Endorsed Trans Creat Tech

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INTRODUCTION: This paper provides a comprehensive examination of the Creative Coding project’s impact on female empowerment.OBJECTIVES: The project addresses the gender disparity in STEAM fields by integrating coding and art for girls aged 10-15, using the Strudel tool that combines real-time live coding and music composition.METHODS: Through observation and interviews with the girls who participated and performed at the end of the Creative Coding project, but also with those who dropped out, we cast a deep look into the positive and negative parameters to tailor concrete measures for every girl empowerment - not only super achievers. We collaborated with teachers and female mentors from the Computer Science and Engineering Department as relatable role models, to support feelings of belonging and spark curiosity. Using the new user-friendly Strudel tool that supports the integration of art, music, and audio-visual elements, we aimed at an engaging learning experience. To tailor new actions and increase attrition we used a mess map for analysis of the wicked problem of dropouts. Finally, collaboration among the girls and peer learning were expected as by-product effects.RESULTS: Positive outcomes include increased interest, self-confidence, creativity, and aspirations in STEAM subjects among the girls. However, a more comprehensive and supportive environment is recognized as necessary to engage a broader group of girls in STEAM activities. The findings highlight the importance of cultivating curiosity, providing mentorship, promoting inclusivity and collaboration, and integrating creativity in education to inspire and empower girls in coding and STEAM disciplines.CONCLUSION: The paper concludes by emphasizing the potential of Creative Coding practices and the audio-visual perception of music to enhance girls’ empowerment, creativity, and interest in coding and STEAM fields.

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A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”

Cited by 5 publications

References 38 publications

Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics

Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics

Tailoring Full STEAM Ahead Empowerment: Creative Coding for 21st Century Girls

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

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