Encouraging Girls in Math and Science Dia iane F. . Halpern, PhD - - PowerPoint PPT Presentation

Encouraging Girls in Math and Science

Dia iane F. . Halpern, PhD Cla laremont McKenna Coll llege, Cla laremont, CA

http://dww.ed.gov/

Overview Video

Science, like Love, is a Many-Splendoured Thing

□ Female graduation rates: □ 50% in medical school □ Almost 75% in veterinary school □ 44% of PhDs in biology/ life sciences □ Women are succeeding in some sciences! Compared to 29% in mathematics 17% in engineering 22% in computer/ information sciences What is Holding Men Back, They Obtain Only 32% PhDs in psychology 37% PhDs in health sciences 34% PhDs in education

Brief Summary of the Evidence

□ Thinking about intelligence as something that is not “fixed,” but can be improved with effort. □ If child’s goal is to “look smart,” she will avoid challenging tasks. □ If child believes abilities can be improved, then more likely to respond to challenges with increased effort.

How to carry out the recommendation

□ Discuss neuroscience research that shows that brains grow new synaptic connections when new material is learned. □ Remind students that over time and with effort understanding and problem solving will get easier.

Brief Summary of the Evidence

□ Specific informational feedback (you worked hard) better than general praise (you’re smart). □ Specific problem in logic better than just saying problem is incorrect.

How to carry out the recommendation

□ Highlight the importance of effort for success at difficult tasks. □ Grades matter, but try to also focus on learning opportunities that de- emphasize grades.

Brief Summary of the Evidence

□ Negative stereotypes can affect performance in some test-taking situations □ “Stereotype threat” can be reduced

• r eliminated by exposing women to

high-achieving role models who are “like them.”

How to carry out the recommendation

□ Assign readings about women scientists. □ Call attention to current events that highlight the achievement of women in science and math. □ Invite women or older students to class to serve as role models. □ Counter “Stereotype threat”

Automatic Operation of Sex Role Stereotypes

□ Categorization is a fundamental property of information processing □ Stereotypes are one example of categorization processes □ Stereotypes operate without our conscious awareness (implicitly) □ Stereotypes are activated automatically (we cannot stop them) □ Stereotype threat—under some conditions, activation of negative stereotypes about

• ne’s group can depress performance

Apprehension arising from the awareness of a negative stereotype or personal reputation in a situation where the stereotype is relevant, and thus confirmable Stereotype Threat

When the ability is personally important, the apprehension can be disruptive; it can lead to distraction and anxiety, which interfere with intellectual performance, short term memory, etc. In other contexts, it can undermine motivation and self-confidence.

General Hypothesis

Powerful Sex Role Socialization Practices are Found Throughout the Life Span

□ “Math class is tough.” “I love dressing up.” “Do you want to braid my hair?” --Teen Talk Barbie’s First Words □ “Attack the Cobra Squad with heavy fire power”; “When I give the orders, listen or get captured.” --G. I. Joe

Brief Summary of the Evidence

□ In general, boys are often more interested in science, technological, and mechanical activities and girls are more interested in person-oriented activities. □ Once curiosity is sparked, long-term interest will follow.

How to carry out the recommendation

□ Embed math and science in interesting contexts (e.g., saving the planet from aliens). □ Use active problem solving to get students engaged in their work.

Brief Summary of the Evidence

□ Spatial skills performance is correlated with performance in math and science □ Several studies show that spatial skills can be enhanced with training.

Gender differences

□ Males > females: Standardized test performance □ Females > males: Classroom performance

□Classes biased □Tests biased?

Tests scores mean a lot

□ Student’s own estimate of ability □ Admission into college □ Generalizations about male and female ability by authorities.

Discrepancies

□ Test performance: not directly tied to what is learned in class.

□ Require range of solution strategies (i.e. visuospatial ability).

□ Course performance: familiar use of what is learned in class

□ Attendance and other behaviors also important

Visuospatial ability

□ Ability to create a representation of information in a problem

□ Mental rotation, inversion, twisting, etc…

• f pictorially presented visual stimuli

(McGee, 1979).

□ Accounts for some gender differences in performance (Tartre, 1990).

Mental Rotation Task

Accounting for gender diff’s

□ Statistical removal of effects of mental rotation from SAT-M scores (Casey, et al., 1995).

□ sex differences eliminated

□ Sorby and Baartmans (2000): visuospatial training course at Michigan Technological University

How to carry out the recommendation

□ Encourage girls to play with toys that require spatial knowledge. □ Teach girls to image and draw math and science assignments. □ Provide opportunities for specific training such as mental rotation of

• bjects.

Conclusions

□ We can increase the number of girls and women who go into math and science careers. □ These are all good practices that will enhance performance and interest for boys.