{"id":2110,"date":"2010-05-15T14:11:27","date_gmt":"2010-05-15T19:11:27","guid":{"rendered":"http:\/\/siteblog.aace.org\/?p=341"},"modified":"2010-05-15T14:11:27","modified_gmt":"2010-05-15T19:11:27","slug":"why-so-few-do-you-really-want-to-know-that-gender-problem","status":"publish","type":"post","link":"https:\/\/site.aace.org\/why-so-few-do-you-really-want-to-know-that-gender-problem\/","title":{"rendered":"Why So Few? Do you really want to know? That Gender Problem"},"content":{"rendered":"

How do we encourage women in STEM? Computational Sciences?<\/strong><\/p>\n

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<\/p>\n

Let’s Talk Gender<\/strong><\/p>\n

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 \u2013 including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities \u2013 that continue to block women\u2019s 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.<\/p>\n

From Why So Few AAUW<\/strong>
\n
\nDefinition of Science, Technology, Engineering, and Mathematics (STEM)<\/strong>
\nSTEM is defined in many ways (for example, see a U.S. government
\ndefinitions
\nThe term \u201cSTEM\u201d refers to the physical,
\nbiological, and agricultural sciences; computer and information
\nsciences; engineering and engineering technologies;
\nand mathematics. The social and behavioral sciences, such as
\npsychology and economics, are not included, nor are health
\nworkers, such as doctors and nurses. College and university
\nSTEM faculty are included when possible, but high school
\nteachers in STEM subjects are not. While all of these workers
\nare part of the larger scientific and engineering workforce,
\ntheir exclusion is based on the availability of data. In this
\nreport the terms \u201cSTEM,\u201d \u201cscience, technology, engineering,
\nand mathematics,\u201d and \u201cscientific and engineering fields\u201d are
\nused interchangeably.
\n
\nResources cited below are here at this URL.
\nYou have to give information to get the resources.<\/strong><\/p>\n

http:\/\/www.aauw.org\/…esearch\/whysofew.cfm<\/p>\n

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.<\/p>\n

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.
\n
\nPowerPoint Presentations<\/strong>
\nShare findings from Why So Few? at meetings, conferences, and other events.<\/p>\n

Long version – This hour-long presentation can be broken down into shorter segments and customized for your use.
\nShort version – This version of the hour-long presentation can be given in approximately 25 minutes.
\nCapitol Hill Briefing
\nNobel Laureate Carol Greider spoke at a Capitol Hill briefing on May 4 with report co-author Christianne Corbett.<\/p>\n

Video<\/strong>
\nTranscript (PDF)
\nNational Girls Collaborative Projec<\/strong>t (NGCP) Webcast
\nDid you miss the April presentation? View webcast materials and the video recording on the NGCP website.
\n
\nGender-Science IAT<\/strong>
\nTake the test described in Why So Few? Select Demo, go to Demo, select the Gender-Science IAT.
\n
\nVery rich resources are at this site.<\/strong><\/p>\n

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.
\n
\nNCWIT Resources http:\/\/www.ncwit.org\/resources.res.html<\/strong><\/p>\n

http:\/\/www.ncwit.org\/<\/p>\n

My favorite is the data sheet, by the numbers.(Click on this to get the PDF(Check out more statistics about Women and IT.)<\/p>\n


\nNCWIT Resources
\n http:\/\/www.ncwit.org\/resources.res.html<\/strong><\/p>\n

Information technology represents the intersection of data, communication, analysis, and design over a broad network; NCWIT\u2019s resources strive to reflect a similar level of functionality, innovation, and breadth<\/p>\n

http:\/\/www.ncwit.org\/work.overview.html<\/p>\n

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.<\/p>\n

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.<\/p>\n

Girls and women who are involved in the various organizations get networked opportunities and the support of a community.<\/p>\n

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.<\/p>\n

National Science Board Meeting
\nhttp:\/\/www.nsf.gov\/nsb\/meetings\/2009\/0824\/index.jsp<\/p>\n

Guiding questions
\nOnce 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?
\nHow 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?<\/p>\n

Informal learning, Cyber- learning, and Innovation education<\/p>\n

Guiding questions , Informal learning, cyber- learning and innovative education<\/p>\n

What kinds of informal learning settings, are effective for motivating students to keep and develop the skills needed to become a potential STEm innovator?<\/p>\n

How can we expand the kinds of opportunities that have been promising evidence on effectiveness to move and broaden populations of high potential students?<\/p>\n

How can new technologies be harnessed to serve the development and possibly enhance productivity of future STEM innovators?<\/p>\n

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.?<\/p>\n

Identifying and Nurturing Under-developed STEM talent\u2019
\nIdentifying underdeveloped pools of STEM talent and the community role in fostering achievement
\n

\"Supercomputing<\/a>
These are the registrants for the Teacher Day - Portland, Oregon<\/figcaption><\/figure><\/p>\n","protected":false},"excerpt":{"rendered":"

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