Under-Represented Populations Stand-Alone Report 2 (Progress)

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Discussion

Although only in its first year of implementation, OTH appears to be having a positive impact on the participating teachers and students. Teachers have greater access to current inquiry-based science and math curricular materials, classroom activities, and training opportunities. As a result, they are able to provide stronger math and science programs for the OTH girls they serve, as well as the rest of their middle school students. In fact, two OTH teachers have taken the Enviroscape curricular materials they received through participation in OTH and developed a sixth grade unit of study entitled "Pollution Solutions". Finally, the teachers have a better understanding of instructional techniques that best meet the needs of the female students under their care.

The OTH girls have had the chance to participate in hands-on science and math investigations based around real-world issues that illustrate that science and math can be fun as well as interesting. In addition, the girls have had the opportunity to interact with other female students their age, female college students majoring in math and science fields, and women in various science and math careers. Exposure to these role models appears to be boosting their academic performance, as well as their understanding of career options that might typically be ignored considering the girls' geographic isolation.

Building an understanding and appreciation for math and science and their application to all areas of our lives is a stepping stone to complex problem solving and insight about the way the world works (Wood, 2000). Females who possess skills in these areas will have greater opportunities and higher salaries than those who do not. However, even though women make up almost half of the labor market, they are underrepresented in jobs in scientific fields (NCES, 1997). A gender gap still exists, and it widens as students climb the education ladder. We must continue to find ways of showing girls that they have the capability to succeed in these areas.

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References

American Association of University Women (1992). How schools shortchange girls-the AAUW report: A study of major findings on girls and education. NY: Marlowe & Company.

Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3-27.

DeBacker, T.K., & Nelson, R.M. (1999). Variations on an expectancy-value model in science. Contemporary Educational Psychology, 24, 71-94.

DeBacker, T.K., & Nelson, R.M. (2001). Motivation to learn science: Differences related to gender, class type, and ability. Journal of Educational Research, 93(4), 245-255.

Kemp, P.A., Wing, B.D., & Gordon, A.W. (2000). Opening the horizon: strengthening science education for middle school girls in rural Southwest Missouri. (National Science Foundation [NSF] Grant #0002129). Springfield, MO: Southwest Missouri State University, Mathematics Department.

Mervis, J. (2001). What keeps girls out of science. Science Now, 3.

Missouri Department of Elementary and Secondary Education (1998). Missouri show-me standards and Missouri frameworks. MO, Jefferson City.

National Center For Education Statistics (NCES). (July 1997). Findings from the condition of education 1997: Women in mathematics and science. Retrieved March 28,2002, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97982.

National Research Council [NRC], (1996). National science education standards. Washington, DC: National Academy Press.

Thom, M. (2002). Girls in science and technology: What's new what's next? Education Digest, 67(5), 17-24.

West, K. (2000). She's psyched about science. Scientific American Explorations, 3(4), 44-46.

Wood, J.M. (1999). The girls have it! Instructor, 109(6), 31-35.

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Tables

Table 1

Teacher Assessment of OTH Impact on Teaching and Learning Behaviors; Representing Shortened Forms of Survey Questions, Means, and Frequency of Teacher Responses (n = 16)

Table 2

Teacher Assessment of OTH Impact on Students; Representing Shortened Forms of Survey Questions, Means, & Frequency of Teacher Responses (n=14)

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