This project was a multi-faceted engagement with Planned Parenthood League of Massachusetts to conduct an evaluation of the Get Real middle school sexual education curriculum.
The Wellesley Centers for Women partnered with American Conservatory Theater (A.C.T.) to study gender equity in leadership opportunities in the nonprofit American theater.
Racial/ethnic self-identification can vary over time and place, in other words, some adolescents of mixed ancestry report different single-race or mixed-race identifications at different times and in different situations. This report seeks to explore whether adolescents of mixed-ancestry have particular strengths or weaknesses compared within their single-race-reporting peers.
This project surveyed and assessed Title XX Adolescent Family Life (AFL)-funded research to assist in developing a new AFL research agenda that is applicable to prevention and care demonstration projects.
This project is an in-depth qualitative investigation of teen/parent communication about sex and relationships, which provides an in-depth look at families participating in the evaluation of middle school education program. It includes interviews with 32 teen/parent pairs who are participants in the Get Real middle school sex education program.
Researchers will interview women board members and men who have served on boards with women among Fortune 1000 companies to determine how a critical mass of women serving on a board affects corporate governance.
Researchers examined the ways in which same-sex couples in Massachusetts perceived marriage. Interviews with couples and children illuminated reasons why same-sex couples may or may not marry and related social influences.
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 project of Learning Circles, a group mentoring program designed to provide opportunities for girls and adult mentors to meet regularly to discuss issues relevant to their lives. The results showed that girls enjoyed the opportunity for discussing issues relevant to their lives with women who were attentive.
This longitudinal study on Puerto Rican adolescents revealed new data that differed from previous examinations of Puerto Rican 'at risk' youth. In this study, these youths were found to be well-adjusted and close to their families, not prone (as previously assumed) to risky behavior.
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 study utilized the data from interviews to determine what factors permeated the experiences of young Puerto Rican fathers.
This project examined the lives of middle-school aged girls from various social, cultural, and ethnic backgrounds. Researchers focused on issues such as self-confidence, bridging the home-school culture gap, and student and teacher resources.
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.
This study sought to determine levels of healthy development of Puerto Rican children living in the U.S. mainland, and took into account family variables, perceived discrimination, and geographic location.
This study sought to clarify the links and benefits between sports and high-risk sexual behavior among high-school girls.
This study looks at what influence college activities have on recruiters considering people for corporate leadership positions.
This long-term project was designed to assess gender equity educational materials which were created in relation to the development of Title IX.
Through this project, a review was developed to identify, annotate, and synthesize research studies and projects/interventions addressing primary and secondary school-related gender-based violence in developing countries. The review was conducted in 2002-2003 and again in 2007-2008.
This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.
This project examined the experiences of women leaders in varying fields, in order to teach other women how to advance in similar ways and overcome barriers.