The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students’ STEM Identity Formation

Hughes, Roxanne; Nzekwe, Brandon; Molyneaux, Kristen

doi:10.1007/s11165-012-9345-7

Cited by 116 publications

(119 citation statements)

References 32 publications

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“…For the analysis of student grade level, three studies were excluded due to overlapping grade levels (Heaverlo, 2011;Hughes et al, 2013;Innes et al, 2012). The effect sizes from grades 6-8, and 9-12 were statistically significantly different from zero; however, the effect sizes for K-5 were not.…”

Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

102

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

102

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show abstract

“…Kessels and Hannover (2008) reported higher physics-related self-confidence amongst girls from single-sex physics classes than those from coeducational classes. However, the issue of single-sex versus coeducational schools, in relation to their impacts on girls' STEM identify formation, continues to be debated (Hughes et al 2013, Sills 2012. The majority of the participants in this study were in favour of mixed education, while being fully aware of the dangers.…”

Section: Discussionmentioning

confidence: 99%

Paving the way and passing the torch: mentors’ motivation and experience of supporting women in optical engineering

Kodate

2014

European Journal of Engineering Education

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The phenomenon of women's underrepresentation in engineering is well known. However, the slow progress in achieving better gender equality here compared with other domains has accentuated the 'numbers' issue, while the quality aspects have been largely ignored. This study aims to shed light on both these aspects via the lens of mentors, who are at the coalface of guiding female engineers through their education and subsequent careers. Based on data collected from 25 mentors (8 men and 17 women from 8 countries), the paper explores their experiences of being mentors, as well as their views on recommended actions for nurturing female engineers. The findings reveal that the primary motivation for becoming a mentor was personal for men and women. Many mentors from countries with relatively lower female labour participation rates perceive their roles as guarantors of their mentees' successful future career paths, and a similar trend can be found in mentors in academia. The study underscores the need for invigorating mentors' roles in order to secure a more equitable future for engineering education.

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“…Middle school girls' interests in science and their science identity improved as they interacted with positive STEM role models (Hughes, Nzekwe, & Molyneaux, 2013). Understanding that scientists can be diverse is important for the development of science identity, as well as encouraging students to consciously reflect on how they connect to scientists and to the topic of science.…”

Section: Resultsmentioning

confidence: 99%

Evaluating Student Growth in High School Science Education Through the Lens of Science Identity

Tran¹

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The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students’ STEM Identity Formation

Cited by 116 publications

References 32 publications

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Paving the way and passing the torch: mentors’ motivation and experience of supporting women in optical engineering

Evaluating Student Growth in High School Science Education Through the Lens of Science Identity

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