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Great Science for Girls Startling Statements

Great Science for Girls Startling Statements. Startling Statement. Q: What percent of scientific demonstrations are carried out by boys when the teacher needs assistance in the classroom?

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Great Science for Girls Startling Statements

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  1. Great Science for Girls Startling Statements

  2. Startling Statement • Q: What percent of scientific demonstrations are carried out by boys when the teacher needs assistance in the classroom? • A: A study of science classes found that when teachers needed assistance in carrying out a demonstration, 79% of the demonstrations were carried out by boys.[1]

  3. Startling Statement Q: What percent of women make up the faculty in STEM fields at US colleges and universities? A: Women make up 24% of faculty in STEM fields at US colleges and universities[5]

  4. Startling Statement • In the past 11 years, the percent of women in the National Academy of Engineering has quadrupled: • The % of female full professors in science and engineering among the top 50 departments ranged from 3% to 15% in 2007[7] From 1% to 4% [6]

  5. Startling Statement Q: What percent of women constitute the workforce and what percent hold science and engineering jobs in 2006? A: Women constitute 45% of the workforce in the US, but hold just 19% of science and engineering jobs in business and industry [8]

  6. Startling Statement • Where did US 15-year-olds score on the 2006 PISA in math literacy? • U.S. 15-year-olds scored below average in mathematics literacy. Students in 23 countries had higher scores than US students. [12]

  7. What can we do? • Afterschool is the perfect place to engage students from underrepresented groups. • Engagement is more important in keeping kids in science than performance—and engagement is the focus in afterschool. The perfect audience plus the perfect setting equals the perfect opportunity.

  8. Startling Statement References • Tobin K. and Garnett, P.(1987). Gender Differences in Science Activities. Science Education 71:91-103 • Markow, D., Ph.D and Moore, K., Ph.D. (2001). Progress Toward Power: A follow-up survey of children and parents attitudes about math and science, NACME Research Letter, Volume 9, Number 1. • Grigg, W., Lauko, M. and Brockway, D. (2006). The Nation’s Report Card: Science 2005 (NCES-2006-466). U.S. Department of Education, National Center for Education Statistics, Washington, DC.: U.S. Government Printing Office • Consortium for Student Retention Data Exchange office at the University of Oklahoma Outreach. (2000) Member report • Day, J. Unnatural Selections:Why girls aren’t choosing careers in science and technology. Minnesota Women’s Press. August 23, 2005. http://www.womenspress.com/ , cited in Cahn, S. 2005. Gender Equity in Education: Is it soup yet?, http://www.susaancahn.net/PDFs/gend-equity.pdf

  9. William Wulf, quoted in Determined to Reinspire a Culture of Innovation by Cornelia Dean, July 10, 2007, New York Times, http://www.nytimes.com/2007/07/10/science/10prof.html?pagewanted=2&ei=5070&en=cd1583dfa1eb876d&ex=1190088000 Retrieved July 10, 2007. • Nelson, DJ. 2007. A National Analysis of Minorities in Science and Engineering Faculties at Research Universities, http://cheminfo.ou.edu/~djn/diversity/Faculty_Tables_FY07/07Report.pdf • National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT). Women scientists and engineers and managers in business or industry Table: 2008. http://www.nsf.gov/statistics/wmpd/figh-4.htm • U.S. Labor Statistics: JOBS 2000 cited on the National Girls Collaborative Project website http://www.pugetsoundcenter.org/ngcp/resources/statistics.html • CNN Money statistic retrieved from http://money.cnn.com/magazines/business2/nextjobboom/

  10. Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development. 2000. Land of Plenty: Diversity as America’s Competitive Edge in Science, Engineering and Technology. On http://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf • National Center for Education Statistics. Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008016 • National Academy of Sciences. 2001. Beyond Bias and Barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC • Spencer, SJ., Steele, CM., and Quinn, DM. 1999.Stereotype Threat and Women’s Math Performance. Journal of Experimental and Social Psychology. 35:4-28. • Cohen G.L., Garcia, J., Apfel, N., and Master, A. 2006. Reducing the Racial Achievement Gap: A social-psychological intervention, Science, Vol 313, 1.

  11. National Academy of Engineering of the National Academies, Engineering Equity Extension Services. Change: Stereotype Effect; Causes, Effects, and Remedieshttp://www.nae.edu/nae/caseecomnew.nsf/98b72da8aad70f1785256da20053deaf/862570b6006873128625734f00629a19/$FILE/Stereotype%20Threat%201-pager.pdf • Davies, PG, Spencer, SJ, Quinn, DM, and Gerhardstein, R. 2002. Consuming images: How television commercials that elicit stereotype threat can restrain women academically and professionally. Personality and Social Psychology Bulletin 28(12):1615-1628.) • Kray, LJ., Thompson, L., Galinsky, A. 2001. Battle of the Sexes: Gender stereotype confirmation and reactance in negotiations. Journal of Personality and Social Psychology 80(6):942-958 As cited in National Academy of Sciences. 2001. Beyond Bias and Barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC • Ed Community website http://edcommunity.apple.com/ali/galleryfiles/553/Draw_Scientists.pdf

  12. 20. Who’s the Scientist? Website. http://ed.fnal.gov/projects/scientists/index1.html • Johnson, J., Arumi, A.M., Ott, A., Hamill, M. 2006. Reality Check 2006, Issue No.1: Are Parents and Students Ready for More Science?. Education Insights at Public Agenda. http://www.publicagenda.org/research/pdfs/rc0601.pdf

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