Transcript Startling Statements - Great Science for Girls

Great Science for Girls
Startling Statements
Startling Statement

Q: What percent of scientific demonstrations
are carried out by boys when the teacher
needs assistance in the classroom?

A: A study of science classes found that
when teachers needed assistance in carrying
out a demonstration, 79% of the
demonstrations were carried out by boys.[1]
Startling Statement
Q: What percent of women make up the
faculty in STEM fields at US colleges and
universities?
A: Women make up 24% of faculty in STEM
fields at US colleges and universities[5]
Startling Statement

In the past 11 years, the percent of women in the
National Academy of Engineering has quadrupled:
From 1% to 4%

[6]
The % of female full professors in science and
engineering among the top 50 departments ranged
from 3% to 15% in 2007 [7]
Startling Statement
Q: What percent of women constitute the
workforce and what percent hold science
and engineering jobs in 2006?
A: Women constitute 45% of the workforce in
the US, but hold just 19% of science and
engineering jobs in business and industry [8]
Startling Statement

Where did US 15-year-olds score on the 2006
PISA in math literacy?

U.S. 15-year-olds scored below average in
mathematics literacy. Students in 23
countries had higher scores than US
students. [12]
What can we do?

Afterschool is the perfect place to engage
students from underrepresented groups.

Engagement is more important in keeping
kids in science than performance—and
engagement is the focus in afterschool.
The perfect audience plus the perfect setting
equals the perfect opportunity.
Startling Statement References
1.
Tobin K. and Garnett, P.(1987). Gender Differences in Science Activities.
Science Education 71:91-103
2.
Markow, D., Ph.D and Moore, K., Ph.D. (2001). Progress Toward Power: A
follow-up survey of children and parents attitudes about math and science,
NACME Research Letter, Volume 9, Number 1.
3.
Grigg, W., Lauko, M. and Brockway, D. (2006). The Nation’s Report Card:
Science 2005 (NCES-2006-466). U.S. Department of Education, National
Center for Education Statistics, Washington, DC.: U.S. Government Printing
Office
4.
Consortium for Student Retention Data Exchange office at the University of
Oklahoma Outreach. (2000) Member report
5.
Day, J. Unnatural Selections: Why girls aren’t choosing careers in science
and technology. Minnesota Women’s Press. August 23, 2005.
http://www.womenspress.com/ , cited in Cahn, S. 2005. Gender Equity in
Education: Is it soup yet?, http://www.susaancahn.net/PDFs/gend-equity.pdf
6.
William Wulf, quoted in Determined to Reinspire a Culture of
Innovation by Cornelia Dean, July 10, 2007, New York Times,
http://www.nytimes.com/2007/07/10/science/10prof.html?pagewanted=2&
ei=5070&en=cd1583dfa1eb876d&ex=1190088000 Retrieved July 10,
2007.
7.
Nelson, DJ. 2007. A National Analysis of Minorities in Science and
Engineering Faculties at Research Universities,
http://cheminfo.ou.edu/~djn/diversity/Faculty_Tables_FY07/07Report.pdf
8.
National Science Foundation, Division of Science Resources Statistics,
Scientists and Engineers Statistical Data System (SESTAT). Women
scientists and engineers and managers in business or industry Table:
2008. http://www.nsf.gov/statistics/wmpd/figh-4.htm
9.
U.S. Labor Statistics: JOBS 2000 cited on the National Girls
Collaborative Project website
http://www.pugetsoundcenter.org/ngcp/resources/statistics.html
10.
CNN Money statistic retrieved from
http://money.cnn.com/magazines/business2/nextjobboom/
11.
Congressional Commission on the Advancement of Women and
Minorities in Science, Engineering and Technology Development. 2000.
Land of Plenty: Diversity as America’s Competitive Edge in Science,
Engineering and Technology. On
http://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf
12.
National Center for Education Statistics. Highlights from PISA 2006:
Performance of U.S. 15-Year-Old Students in Science and Mathematics
Literacy in an International Context.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008016
13.
National Academy of Sciences. 2001. Beyond Bias and Barriers: Fulfilling
the potential of women in academic science and engineering.
Washington, DC
14.
Spencer, SJ., Steele, CM., and Quinn, DM. 1999.Stereotype Threat and
Women’s Math Performance. Journal of Experimental and Social
Psychology. 35:4-28.
15.
Cohen G.L., Garcia, J., Apfel, N., and Master, A. 2006. Reducing the
Racial Achievement Gap: A social-psychological intervention, Science,
Vol 313, 1.
16.
National Academy of Engineering of the National Academies, Engineering
Equity Extension Services. Change: Stereotype Effect; Causes, Effects,
and Remedies
http://www.nae.edu/nae/caseecomnew.nsf/98b72da8aad70f1785256da20
053deaf/862570b6006873128625734f00629a19/$FILE/Stereotype%20Th
reat%201-pager.pdf
17.
Davies, PG, Spencer, SJ, Quinn, DM, and Gerhardstein, R. 2002.
Consuming images: How television commercials that elicit stereotype
threat can restrain women academically and professionally. Personality
and Social Psychology Bulletin 28(12):1615-1628.)
18.
Kray, LJ., Thompson, L., Galinsky, A. 2001. Battle of the Sexes: Gender
stereotype confirmation and reactance in negotiations. Journal of
Personality and Social Psychology 80(6):942-958 As cited in National
Academy of Sciences. 2001. Beyond Bias and Barriers: Fulfilling the
potential of women in academic science and engineering. Washington,
DC
19.
Ed Community website
http://edcommunity.apple.com/ali/galleryfiles/553/Draw_Scientists.pdf
20. Who’s the Scientist? Website.
http://ed.fnal.gov/projects/scientists/index1.html
21.
Johnson, J., Arumi, A.M., Ott, A., Hamill, M. 2006. Reality Check 2006,
Issue No.1: Are Parents and Students Ready for More Science?.
Education Insights at Public Agenda.
http://www.publicagenda.org/research/pdfs/rc0601.pdf