Using Narratives to Evoke Empathy and Support Girls’ Engagement in Engineering

Abstract

A long line of research has shown that students in general, and girls in particular, are more engaged in engineering when they are invited to solve problems with personal and social relevance (Bennett 2000; Eccles and Wang 2016). Tackling complex, real-world problems also requires understanding the human side of engineering. To design effective solutions, engineers must consider the needs and priorities of the people who will use their designs, as well as the societal and ethical implications of their work (National Academy of Engineering 2004). Yet, engineering education (especially in the early grades) provides few opportunities for learners to define the constraints of engineering problems based on the needs of end users. Instead, engineering problems often use predefined parameters and focus on the objects being designed, rather than the people those objects are being designed for (e.g., build the highest tower). This decontextualized approach can lead many students to opt out of pursuing engineering in favor of career paths that resonate more strongly with their desires to help others. This pattern not only perpetuates inequities in the field; it also does a disservice to those who remain in the pipeline.

Keywords:

• Middle School
• Elementary
• High School
• Informal Education
• Engineering
• Equity
• Inclusion
• STEM

Acknowledgments

This material is based upon work supported by the National Science Foundation under Grant No. 1712803. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors would like to thank the following individuals who contributed to the research and development efforts throughout this project:

• From NYSCI: Yessenia Argudo, Jelena Begonja, Katherine Culp, Drew Lauderdale, James Liu, Sophia Madonia, Amelia Merker, Satbir Multani, Leah Persram, Amanda Reed, Kristian Roopnarine, and Dana Schloss

• From Amazeum: Ashlee Bailey, Sam Dean, Joel Gordon, and Mindy Porter

• From the Tech Interactive: Lauren Cage, Katherine Ozawa, and Prinda Wanakule

• From Creativity Labs: Kylie Peppler, Anna Keune, and Maggie Dahn

• Project advisors: Sue Allen, Keith Braafladt, Emily Reardon, Paula Hooper, Peggy Monahan, and Joachim Walther

Notes on contributors section

Susan M. Letourneau ([email protected]) is senior research associate at the New York Hall of Science.

Dorothy Bennett ([email protected]) is director of creative pedagogy at the New York Hall of Science.

Additional information

Notes on contributors

Susan M. Letourneau

Susan M. Letourneau ([email protected]) is senior research associate at the New York Hall of Science.

Dorothy Bennett

Dorothy Bennett ([email protected]) is director of creative pedagogy at the New York Hall of Science.