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Graphical Abstract
Abstract
In 2010 the American Association of University Women (AAUW) published Why So Few?, a research report that synthesized information on the dearth of women in STEM-related fields, and provided concrete recommendations for supporting and retaining females in STEM (science, technology, engineering, and math). Despite enormous gains in the last 50 years and considerable attention from the media and informal education sector, the fraction of women in STEM careers rests at about 24% in the United States. Among the reasons cited for this gap are girls’ self-perceptions of their abilities in math and science, and the lack of exposure to successful female role models in STEM. Although most assessment data show that performance in math and science is relatively equal between boys and girls, “girls are less likely than boys to interpret their academic successes in math and science as an indication that they have the skills necessary to become a successful engineer or computer scientist” (CitationHill, Corbett, and St. Rose 2010, p. 7). Programs abound that aim to involve young women in STEM subjects; most of these, however, are afterschool and summer programs, which can inadvertently marginalize students in poverty and students from rural and isolated communities (CitationAfterschool Alliance 2016). In contrast, our project targeted teachers’ classroom instructional strategies to impact all students, with a focus on strategies to benefit girls. The program also connected teachers with science practitioners in the local STEM business community and formal science educators to create authentic STEM learning contexts.
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Author Contributions
Vickei Hrdina ([email protected]) is STEM director at Educational Service District 112 in Vancouver, Washington.
Sue Bluestein ([email protected]) is math specialist at Educational Service District 112 in Vancouver, Washington.
Erin Harwood ([email protected]) is STEM outreach coordinator at Clark College in Vancouver, Washington.
Pamela M. M. Jull ([email protected]) is president of Applied Research Northwest in Bellingham, Washington.
Alexander G. Dimitrov ([email protected]) is associate professor of mathematics and neuroscience at Washington State University Vancouver in Vancouver, Washington.
Additional information
Notes on contributors
Vickei Hrdina
Vickei Hrdina ([email protected]) is STEM director at Educational Service District 112 in Vancouver, Washington.
Sue Bluestein
Sue Bluestein ([email protected]) is math specialist at Educational Service District 112 in Vancouver, Washington.
Erin Harwood
Erin Harwood ([email protected]) is STEM outreach coordinator at Clark College in Vancouver, Washington.
Pamela M. M. Jull
Pamela M. M. Jull ([email protected]) is president of Applied Research Northwest in Bellingham, Washington.
Alexander G. Dimitrov
Alexander G. Dimitrov ([email protected]) is associate professor of mathematics and neuroscience at Washington State University Vancouver in Vancouver, Washington.