STEM and Girls in NAEP

From the Christian Science Monitor http://www.csmonitor.com/The-Culture/Family/2012/0627/Girls-in-science-Gender-gaps-still-persist-in-STEM-subjects Worth reading because it links STEM results, Title IX, and briefly single gender classes. The paradox might be that is educators seriously consider gendered gaps,this will result in potential gendered solutions which gets us into differences. And, if we start talking about programs for just girls in STEM, even after school, then these groups are recognizing that something important and unique can happen in a single gender environment.

STEM and Girls, again

Excellemt article with data from Ed Week. Looks at national and international data. http://blogs.edweek.org/edweek/curriculum/2012/06/evidence_persists_of_stem_achi.html?cmp=ENL-CM-NEWS2 Again, it says that there is an achievement gap that is gender based and that gender must be considered to make achievements. They stress the socialization factors. We need though to be willing to actually teach differently or. Ore broadly to encompass the needs of boys and girls, to address the data. And, we need to look at the data for gaps with language arts and boys.

A New STEM and Girls Study ... stereotypes don't work

An interesting read about how complex the issue of gender really is. You can't just dress something up in pink and think that girls will like it. Quality teaching and connections are key.

STEM Gaps in College

Another STEM gap ... now in college. School providing multiple "initiatives"
http://www.thetowerlight.com/2012/03/university-finds-gender-gap-in-stem-majors/

Report on STEM and Women

The Department of Commerce is getting into the gender act now with a report on the lack of women involved in STEM careers.  From the Executive Summary (note at the end they talk about some causes - but key is still how to teach content in a way that engages girls more.)

Our science, technology, engineering and math (STEM) workforce is crucial to America’s innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness.

• Although women fill close to half of all jobs in the U.S. economy, they hold less than 25 percent of STEM jobs. This has been the case throughout the past decade, even as college-educated women have increased their share of the overall workforce.

• Women with STEM jobs earned 33 percent more than comparable women in non-STEM jobs – considerably higher than the STEM premium for men. As a result, the gender wage gap is smaller in STEM jobs than in non-STEM jobs.

• Women hold a disproportionately low share of STEM undergraduate degrees, particularly in engineering.

• Women with a STEM degree are less likely than their male counterparts to work in a STEM occupation; they are more likely to work in education or healthcare.

There are many possible factors contributing to the discrepancy of women and men in STEM jobs, including: a lack of female role models, gender stereotyping, and less family-friendly flexibility in the STEM fields. Regardless of the causes, the findings of this report provide evidence of a need to encourage and support women in STEM.

STEM for Girls: High Tech High Heels

Edweek blogs about a STEM program for girls and funding that they just received.  The program is called, High Tech High Heels.  You can visit it here:  http://hightechhighheels.org/index.htm.  Is this program creating a single-gender environment to better engage girls, trying to create a name playing on stereotypes or breaking stereotypes, or just seeking funding?
http://blogs.edweek.org/edweek/curriculum/2011/08/stem_program_targeting_girls_g.html?cmp=ENL-EU-NEWS2

Science and Girls

Making science more "girl" friendly.  Some may say stereotyping, but from the article:  But wrapping scientific subjects — at least initially — around female-friendly topics could kindle interest in scientific fields under-populated by women, Kerger says.
We have to consider the impact that gender plays.
http://www.miller-mccune.com/education/making-science-girl-friendly-pays-gender-dividends-33777/

Focus on STEM

They talk about getting people interested in STEM.  Interests have a gendered layer to it and we can incorporate this without stereotyping.  But there needs to be a starting point to get the conversation going.  I'd recommend the overarching concept of "Connection" for girls.  When planning lessons the teacher needs to think:  How can I get my girls (and boys) to connect with the content?  How does it matter to them?

If there isn't a clear and accessible format, develop connections within the class by building in opportunities to share opinion or comment on the ideas of each other in a Gallery Walk.

http://blogs.edweek.org/edweek/curriculum/2011/06/sparking_stem_interest_is_key.html?cmp=ENL-EU-NEWS2