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School Support: Effective math/science teaching methods
BARRIERSSUPPORTS
Parental/FamilyFamily members lack
knowledge base in
math & science;
provide little help

Little encouragement
in math/science

Low aspirations or
expectations for
success in
math/science

Maternal math
anxiety transmitted
to daughter

Family has knowledge
base in math and
science; provide
sufficient help

Encouragement from
family to do well in
math/science

Support & high
expectations for
success in
math/science career
choices

Paternal
encouragement is
critically important

SchoolIneffective teaching
methods in math
&science

Little/no
encouragement from
teachers in
math/science

Teachers unwilling
to provide extra
help in math/science

Not challenged in
math/science classes

Inadequate academic
preparation in
math/science

Poor learning
environment
(disruptive) in
math/science courses

Sexism

Effective
math/science
teaching methods

Encouraging science
and math teachers

Math/science
teachers quick to
help when needed

Challenging
math/science
coursework

Exposure to math &
science enrichment
(tutors, mentors,
special programs)

Guidance CounselorsDisconnect between
professions they
considered and
perceived need for
math/science

Lack of
understanding of
preparation for
various careers

Inadequate,
incomplete, and
misinformation from
counselors about
careers

Active
discouragement at
all educational
levels

Counselors provide
clarity to career
path & appropriate
information (courses
needed; structure
and path to
science/math majors
and careers)

School professionals
engaged in student
math and science
career goals

Access to online
structured career
plans (e.g., VCC)

Active encouragement
of STEM careers

SocialSocial comparisons;
judge science/math
ability in relation
to other students

Peer group not
involved in
math/science

Lack of success in
math/science to
avoid peer
rejection, tokenism,
and stereotype
threat.

Lack of and/or
negative exposure to
math/science role
models of same
gender and/or
ethnicity (family,
peers, school,
society, media)

Gender stereotyping
(Males viewed as
superior in
math/science)

Perceived as
competent in math &
science by social
group

Peer group involved
in math and science

Strong female role
models in math and
science

Discuss math/science
career aspirations
with social group

Egalitarian gender
role perspectives

Internal/IndividualLow math/science
self-efficacy

Lack of interest in
math/science

Misconceptions about
workload/level of
difficulty of
math/science courses

Lack of initiative
to seek out
resources/help in
math/science

Lack of
understanding of
real-world
applications of
math/science

High math/science
self efficacy

Resilience-willingness
to work hard in math
& science

Obtained mastery
experiences in
math/science

Able to see
application of
math/science in
career

Has identified
math/science career
goal

 Menu: Explanation  Illustration  Intervention  

Level: General  Middle School  High School  Undergraduate  

Text:

Spatial visualization is considered to be one of eight human intelligences and has been the subject of educational research over the past hundred years. Two distinct themes have emerged from this research: 1. Well-developed 3-D spatial skills are critical to success in STEM fields. 2. The 3-D spatial skills of women typically lag behind those of men.
Reducing Gender Differences in 3-D Spatial Skills
GRADE LEVEL: MIDDLE SCHOOL, HIGH SCHOOL, UNDERGRADUATE
SHERYL SORBY

 

Researchers are developing a web site of resources for K–12 STEM teachers, offering information on experiential and service learning. The investigators will evaluate, distill and classify the most easy-to-use, inexpensive, and effective methods. Having a central, user-friendly, and easily accessible repository for the resources will make it easier for teachers to identify and use them in their curricula. Hands-on and community-based projects help students make connections between STEM subjects and real-world issues, which in turn increases student interest in STEM disciplines. This approach has been shown to enhance the interest of girls and other underrepresented populations in these fields. The use of service learning also teaches students social responsibility and ethics, showing them the human side of science, math, and engineering.
RESOURCES FOR K–12 SERVICE AND EXPERIENTIAL LEARNING IN STEM
GRADE LEVEL: ELEMENTARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL, PROFESSIONAL DEVELOPMENT
MARGARET PINNELL

 

An education research development organization is conducting a study to determine which characteristics of online science courses for teachers correlate with positive learning outcomes for female students. The project staff and the advisory committee comprise highly experienced online developers, science educators, professional development experts, and educational researchers with experience in diversity and gender issues.
STANDARDS FOR ONLINE TEACHER-DEVELOPMENT COURSES
Jodi Asbell-Clarke


The informal, non-competitive atmosphere of after school programs makes them especially suited to engaging girls’ interest in STEM. A web site has been created where teachers, researchers and policymakers can share their knowledge about the intersection of science, gender and after-school programs.
A COMMUNITY OF PRACTICE ON SCIENCE: AFTER-SCHOOL PROGRAMS FOR GIRLS
GRADE LEVEL: PROFESSIONAL DEVELOPMENT
MERLE FROSCHL
HTTP://WWW.AFTERSCHOOL.ORG/SGA