When pre and post survey responses were compared, both girls and boys in grades 2-5 were significantly more likely to agree that they would enjoy being an engineer after completing an "Engineering is Elementary (EiE)" unit in their classroom. A significant number of 7,000 girls and boys also demonstrated a broadening of their understanding of technology after using EiE materials when compared to a control group.
Download the executive summary from the Boston Museum of Science website.
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Cunningham, C. M., & Lachapelle, C. P. (2012). Research and Evaluation Results for the Engineering is Elementary Project: An Executive Summary of the First Eight Years. Boston, MA: Museum of Science. Retrieved from http://www.mos.org/eie/pdf/research/EiE_Executive_Summary_Jan2012.pdf |
This SAME-TEC pre-conference workshop guide includes worksheets to help you create a blueprint for a recruitment program, design a learning community, design a mentoring program, and match mentors with participating students. The guide also includes descriptions and links to recruitment, retention, and mentoring program case studies, example websites, and resources.
Download the guide from the Gender Equity Collaborative website.
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Semmer, M., & Anderson, A. (2008). Prospecting for Gold: Strategies for Recruiting and Retaining Students in Emerging Technologies SAME-TEC Pre-Conference Workshop. Austin, TX: Gender Equity Collaborative. Retrieved from http://www.genderequitycollaborative.org/SAME-TEC_Materials.pdf |
This report from the Institute for Women’s Policy Research includes profiles of seven projects that have successfully worked to recruit and/or retain female students in community college STEM programs, including IWITTS’s CalWomenTech Project. The report highlights proven strategies from successful programs, reviews the current literature on recruiting/retaining female STEM students, and recommends institutional and broader policy changes for increasing the number of women completing community college STEM degrees. One of the key research-based recommendations of the report is to recruit women into STEM programs by emphasizing the economic value of careers in STEM fields.
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Costello, C. B. (2012). Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges. Washington, DC: Institute for Women’s Policy Research. Retrieved from http://www.iwpr.org/initiatives/student-parent-success-initiative/increasing-opportunities-for-low-income-women-and-student-parents-in-science-technology-engineering-and-math-at-community-colleges-1/view |
"Excite Camp" is an annual program designed to build self-efficacy and bolster an interest in STEM in middle school Hawaiian girls. In 2008, 100% of participants surveyed reported that the camp experience increased their confidence/interest in math and science.
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Wilkins, L., Salvador, J., Sodersten, S., & Kuluhiwa, K. (2008). Honoring Culture, Diversifying the Workforce, Strengthening Science. Conference Proceedings of WEPAN 2008 Gateway to Diversity: Getting Results Through Strategic Communications. St. Louis, MO: Women in Engineering ProActive Network (WEPAN). Retrieved from http://dpubs.libraries.psu.edu/DPubS?service=Repository&version=1.0&verb=Disseminate&view=body&content-type=pdf_1&handle=psu.wepan/1213196253# |
87.9% of college-bound female students reported that The Engineer Your Life (EYL) website made them more interested in a career in engineering and 75.5% said the website inspired them to take an engineering class in college. The EYL website also helped 99% of counselors surveyed learn something about engineering and 96% learn what they can do to prepare female high school students to study engineering.
Download the article from the International Journal of Gender, Science and Technology.
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Paulsen, C., Bransfield, C., & Sahr, T. (2010). Evaluation of the "Engineer Your Life" Initiative. International Journal of Gender, Science and Technology, 2(2), 263-273. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/35 |
