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This project seeks to help scientific researchers better communicate their findings on gender as it relates to science, technology, engineering and math to key audiences: media, advocates, policy makers, public.
The project combines out-of-school time (OST) professional advisors, the National Institute on Out-of-School Time (NIOST), and NASA experts from across the agency to use research-based strategies to develop afterschool activity guides adapted from NASA Planetary Science formal education curricula.
This project was an evaluation of an all-girls program that provides technology resources, female mentors, and a learning environment to improve girls' attitudes toward and understanding of computers.
This was an evaluation of materials/programs to help educators teach spatial relations and geometry through the use of storytelling, and its benefits for girls and boys.
This three-year evaluation project was designed to measure the outcome of SCOPE, an inquiry-based science enrichment program for upper-elementary and middle-school aged girls.
While girls do well in science and math courses in middle school, they are less likely to enroll in higher-level STEM courses in high school, thus few will choose these subjects for a college major, and even fewer will complete such a major or go on to pursue a STEM career. The increased knowledge generated by this study will inform ways to increase the participation of girls and other under-represented groups (e.g., racial and ethnic minorities, low-income youth) in sustained STEM study and employment.
The Wellesley Centers for Women will develop appropriate assessments, collaborate with the Office for Institutional Research and team members to collect date, conduct data analyses, prepare reports, and provide feedback from the evaluation to Science Center and College representatives.
This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.