Social Support: Peer group involved in math and science

	BARRIERS	SUPPORTS
	Family 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
	Ineffective 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)
	Disconnect 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
	Social 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
	Low 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:

Providing academic scaffolding for those students and to counteract feelings of isolation in male dominated introductory math and science classes that may lead many women to opt out of science.
Learning communities, undergraduate

Sandra Madison, James Gifford

Madison, S., Gifford, J. & Deng, M. (2000). Fostering Equity in Pre-College Computing Classrooms. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2000 (pp. 290-295). Chesapeake, VA: AACE.
http://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume_341/Number_3_Spring_20021/Modular_Programming_Novice_Misconceptions.htm
http://www.editlib.org/index.cfm?fuseaction=Reader.PrintAbstract&paper_id=15570

Student schedules are arranged so that all participants who enroll in a STEM course during their first semester are assigned to the same section, to counteract feelings of isolation.
Learning communities, undergraduate

Sandra Madison, James Gifford

It was particularly critical to find a group to study with, and not to sit struggling alone with calculus or differential equations on the kitchen table late at night.
Re-entering the workforce, re-entry undergraduates

http://www.nyas.org/

Angela Ginorio

Ginorio, A. B., Huston, M., Frevert, K. & Bierman, J. (forthcoming). Rural Girls in Science: From pipelines to affirming education. Journal of Ethnic Minorities in Science and Engineering, 8, 3 & 4.
Subramaniam, B., Ginorio, A. B., & Yee, S. (2000). Feminism, women's studies and engineering: Opportunities and obstacles. (Submitted to the special issue on "Women and Engineering" of the Journal of Women and Minorities in Science and Engineering) volume, pages.
Ginorio, A. B., Marshall, T., & Breckenridge, L. (2000). The feminist and the scientist: One and the same. Women’s Studies Quarterly, XXVIII (1 & 2), 271-295.
http://faculty.washington.edu/ginorio/
http://depts.washington.edu/webwomen/People/ginorio2.shtml
http://www.begellhouse.com/authors/712a54e82d207c67.html

When it comes to fostering success for women in STEM majors, living-learning (L/L) programs represent one of the most promising interventions in higher education. Based in the residence hall, L/L programs use mentoring, support, and collaboration, while blending curricular and co-curricular activities, to keep students engaged and excelling in STEM.
EVALUATING LIVING–LEARNING PROGRAMS
GRADE LEVEL: UNDERGRADUATE
KAREN INKELAS

Contact: sphoran@asu.edu