How do we encourage women in STEM? Computational Sciences?
The “digital divide” that persists in Internet use based on income, education and community means people are not acquiring the digital fluency that is required to operate in to-day’s world
Let’s Talk Gender
In an era when women are increasingly prominent in medicine, law and business, why are there so few women scientists and engineers? A new research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers – including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities – that continue to block women’s participation and progress in science, technology, engineering, and math. The report also includes up to date statistics on girls’ and women’s achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women.
From Why So Few AAUW
Definition of Science, Technology, Engineering, and Mathematics (STEM)
STEM is defined in many ways (for example, see a U.S. government
definitions
The term “STEM” refers to the physical,
biological, and agricultural sciences; computer and information
sciences; engineering and engineering technologies;
and mathematics. The social and behavioral sciences, such as
psychology and economics, are not included, nor are health
workers, such as doctors and nurses. College and university
STEM faculty are included when possible, but high school
teachers in STEM subjects are not. While all of these workers
are part of the larger scientific and engineering workforce,
their exclusion is based on the availability of data. In this
report the terms “STEM,” “science, technology, engineering,
and mathematics,” and “scientific and engineering fields” are
used interchangeably.
Resources cited below are here at this URL.
You have to give information to get the resources.
http://www.aauw.org/…esearch/whysofew.cfm
Before we can make it better we have to know the data about the lack of involvement. Then we need to create opportunities , break the silos and engage teachers, pre-service teachers and the learning community in networked ways.
To get background here are the resources from the AAUW ” Why So Few?” sharing this information will help a lot. Most teachers in classroom are women so the gender information is important to know. It is positive to have the information to act on.
PowerPoint Presentations
Share findings from Why So Few? at meetings, conferences, and other events.
Long version – This hour-long presentation can be broken down into shorter segments and customized for your use.
Short version – This version of the hour-long presentation can be given in approximately 25 minutes.
Capitol Hill Briefing
Nobel Laureate Carol Greider spoke at a Capitol Hill briefing on May 4 with report co-author Christianne Corbett.
Video
Transcript (PDF)
National Girls Collaborative Project (NGCP) Webcast
Did you miss the April presentation? View webcast materials and the video recording on the NGCP website.
Gender-Science IAT
Take the test described in Why So Few? Select Demo, go to Demo, select the Gender-Science IAT.
Very rich resources are at this site.
NCWIT is the National Center for Women & Information Technology. We are a coalition of over 200 prominent corporations, academic institutions, government agencies, and non-profits working to increase women’s participation in information technology (IT). NCWIT is a 501(c)(3)*, established in 2004 with startup funding from the National Science Foundation, Avaya, Microsoft, Pfizer, Bank of America, Intel, HP, the Kauffman Foundation, and Qualcomm.
NCWIT Resources http://www.ncwit.org/resources.res.html
http://www.ncwit.org/
My favorite is the data sheet, by the numbers.(Click on this to get the PDF(Check out more statistics about Women and IT.)
NCWIT Resources
http://www.ncwit.org/resources.res.html
Information technology represents the intersection of data, communication, analysis, and design over a broad network; NCWIT’s resources strive to reflect a similar level of functionality, innovation, and breadth
http://www.ncwit.org/work.overview.html
NCWIT is working to improve both the public image of IT and the number of girls and women who choose it by broadening its appeal and by giving young people a chance to see that IT is valuable work and a great career choice. Outreach resources and campaigns include Outreach-in-a-Box, the NCWIT Award for Aspirations in Computing, Gotta Have IT, NCWIT Heroes, By the Numbers, and Information Technology: how the power of IT and the power of women will power the future.
NCWIT’s work leverages the efforts of organizations across the country, and connects efforts to increase women’s participation in IT along the entire pipeline, from K-12 and higher education through industry and academic careers. NCWIT encourages its members to undertake institutional change within their organizations, and our work provides them with the tools and support to be change agents.
Girls and women who are involved in the various organizations get networked opportunities and the support of a community.
This was an outstanding workshop that focused on positive ways to improve STEM using best practices it included gender and minority examples that answered these questions.
National Science Board Meeting
http://www.nsf.gov/nsb/meetings/2009/0824/index.jsp
Guiding questions
Once we understand the characteristics of a potential innovator , how do we initiative the innovation process and develop a possible STEM innovator in order to increase the likelihood of productivity over an entire career. What kinds of schools or formal learning settings? formal?
How can we expand the kinds of opportunities that have promising evidence on effectiveness to broader populations of students? How do we raise the ceiling o potential for the exceptionally gifted and or motivated student? Why do talent losses occur at critical transitional points in institutional components of the innovation life cycle. What are the policy implications?
Informal learning, Cyber- learning, and Innovation education
Guiding questions , Informal learning, cyber- learning and innovative education
What kinds of informal learning settings, are effective for motivating students to keep and develop the skills needed to become a potential STEm innovator?
How can we expand the kinds of opportunities that have been promising evidence on effectiveness to move and broaden populations of high potential students?
How can new technologies be harnessed to serve the development and possibly enhance productivity of future STEM innovators?
Networking across multiple disciplines and generate improvements in both formal and traditional learning environments that might nurture STEM innovation potential. What are the policy implications.?
Identifying and Nurturing Under-developed STEM talent’
Identifying underdeveloped pools of STEM talent and the community role in fostering achievement
