Article2009

SUPPORTING YOUNG WOMEN TO ENTER ENGINEERING: LONG-TERM EFFECTS OF A MIDDLE SCHOOL ENGINEERING OUTREACH PROGRAM FOR GIRLS

Chrysanthe Demetry · Jeanne H. Hubelbank · Stephanie L. Blaisdell · Suzanne Sontgerath · Michelle Nicholson · Elissa Rosenthal +1 more

42 citations0/0 files storedJournal of Women and Minorities in Science and Engineering

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Career Development and Diversity Gender and Technology in Education Science Education and Perceptions

Abstract

This study evaluated the long-term effects of Camp Reach, a 2-week residential summer camp for rising seventh-grade girls that emphasizes the social context of engineering design and includes follow-up activities through high school. Program participants are chosen from the applicant pool by random lottery, creating a control group with similar attributes as the study group. Applicants (N = 176) from 5 years of the program were interviewed by phone near the point of college entry. Outcomes of interest included science, technology, engineering, and math (STEM)-related course taking and activities in high school, STEM-related self-efficacies, knowledge of engineering, and choice of college major. Although many trends are in the expected direction, with stronger long-term outcomes for Camp Reach participants, the differences do not reach the point of statistical significance. Continued exposure to STEM-related programming and role models, through such means as Camp Reach follow-up activities and other Worcester Polytechnic Institute (WPI) programs for high school students, are associated with stronger long-term outcomes. At the same time, qualitative results emphasize the empowering nature of the program and suggest that it was an important influence for many who chose STEM majors as they entered college.

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References

2004Science and Engineering Indicators 1994Understanding Women's Educational And Occupational Choices: Applying the Eccles et al. Model of Achievement-Related Choices 2000Gender differences in students' experiences, interests, and attitudes toward science and scientists 1994Schoolgirls: Young Women, Self Esteem, and the Confidence Gap 1990Chapter 3: Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics 1998Women and Minorities in Science and Engineering 1995Gender, race, ethnicity, and science education in the middle grades 1995Letting girls speak out about science

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