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David Boxer

Why So Few? Women in Science, Technology, Engineering, and Mathematics : AAUW: Empoweri... - 0 views

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    "A 2010 research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics (STEM) presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers - including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities - that continue to block women's progress in STEM. The report also includes up-to-date statistics on girls' and women's achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women."
David Boxer

http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engineering-an... - 0 views

    • David Boxer
       
      "...recent evidence on the social and environmental factors" ... "continuing importance of bias, often operating at an unconscious level, as an obstacle to women's success in science, technology, engineering, and mathematics." How can we uproot or make visible our own bias and how it affects the success of women in STEMx?
    • David Boxer
       
      The critical role that developing a "growth mindset" in students play in their success, including the ability to overcome the persistence of negative stereotypes.   "One finding shows that girls who believe that intelligence can expand with experience and learning tend to do better on math tests; these girls are also more likely to say they want to continue to study math in the future. That is, believing in the potential for intellectual growth, in and of itself, improves outcomes." When should we, and how can we teach a "growth mindset" for our young women in STEM?
David Boxer

Educational Leadership:Closing Achievement Gaps:The Threat of Stereotype - 1 views

    • eaurand
       
      Correlates to our lower participation by PoC in AP courses at the US.
    • David Boxer
       
      Would be helpful to look at when PoC participation begins to decline.  In particular, I am curious to know if the moment a "named tracking" program begins (regular, honor, AP) begins to have a systematic effect.  And if so, when does tracking begin (MS or US), and in what subjects?  (My assumption is tracking occurs in the subjects that historically have been under-represented by PoC and women such as in the fields of STEMx. See: http://www.aauw.org/research/why-so-few/)
  • creates an atmosphere in which looking smart is more important than getting smart.
  • ooperative classroom structures in which students work interdependently
  • ...21 more annotations...
    • eaurand
       
      Dweck mindset work
  • conceptualize their intellectual abilities as expandable rather than fixed
  • teaching students about stereotype threat.
  • By the age of 6, virtually everyone in our culture is aware of a variety of cultural stereotypes. Mere familiarity with their content is enough to bias people's perceptions and treatment of individuals from stereotyped groups (Devine, 1989).
  • It has long been known that stereotypes—the pictures in the head that simplify our thinking about other people—produce expectations about what people are like and how they will behave.
  • me research suggests a tendency for African Americans to be hyperaware of the negative expectations about their group and to considerably overestimate the extent
  • The very real possibility looms that they will confirm the stereotype's unflattering allegations of inferiority, in the eyes of others and perhaps in their own eyes as well.
  • stereotype places them in situations freighted with unnerving expectations
  • tereotype threat makes students anxious, which in turn can depress their performance on such challenging tasks as tests
  • 've come to believe that human intellectual performance is far more fragile than we customarily think; it can rise and fall depending on the social context.
  • onditions that threaten basic motives—such as our sense of competence, our feelings of belonging, and our trust in people around us—can dramatically influence our intellectual capacities and motivation. And stereotype threat appears to threaten all these things at once (Aronson & Steele, 2005).
  • n the experimental condition, we sought to reduce stereotype threat by removing the relevance of the stereotype. We told our test takers that we were not interested in using the test to measure their ability; we only wanted to use it to examine the psychology of verbal problem solving.
  • These studies shed considerable light on how stereotypes suppress the performance, motivation, and learning of students who have to contend with them, and they suggest what educators can do to help
  • e data from our studies strongly suggest that this extra motivation on the part of test takers reflects the desire to disprove the negative stereotype or, at least, to deflect it from being self-characteristic
  • fragility of intellectual performance.
  • Indeed, the research shows that students who are most vulnerable to stereotype threat are those who care the most and who are most deeply invested in high performance
  • Studies show similar effects for women on math tests, Latinos on verbal tests, and elderly individuals (who face the stereotype about poor memory) on tests of short-term memory
  • Students are vulnerable to stereotypes as early as 6th grade, an age when children become concerned with others' evaluations, comprehend that the world at large has negative expectations for certain groups, and form their notions about intellectual abilit
    • David Boxer
       
      "Frequency" question raised by Natalie R., individuals (and/or groups) more vulnerable to prejudice, negative stereotypes, and discrimination are more likely to a) become aware of ST earlier on; b) more likely be be vulnerable to the physiological responses; and c) depending on the cultural context, may have more situational cues that would affirm a stereotypical threat moment.
    • David Boxer
       
      One of the benefits of an "active learning" classroom, one designed to engage all students in problem solving independently and through collaborative-designed assessments is it ensures all learners are engaged in the work.  Even the students at the "top end" of the spectrum are afforded opportunities to teach and mentor fellow classmates.  It is designed to leverage study groups, which is one of the best predictors in success in higher-ed (Richard Light's "Making the Most of College: Students Speak Their Minds"). It helps create "growth mindset" cultures.  And most importantly, if implemented well, active learning's benefits include: 1) Failure rates are drastically reduced, especially for women and minorities 2) "At risk" students do better in later engineering statics classes (See: http://www.ncsu.edu/per/scaleup.html) How many of our classes, in particular in STEMx, leverage this model of teaching and learning?
    • David Boxer
       
      It is clear to me that there are numerous ways that interventions can be explicitly marshaled to mitigate the effects of stereotype threat such as changing situational cues, changing assessments from "high stakes" to "challenges," to specifically addressing the potential negative stereotypes that they may be producing underformance, to differentiating measurements for success,to looking at strategies and interventions that other educators have used and to creating "identity safe" (aka PRID) like classrooms.   (See: https://groups.diigo.com/group/stereotypethreat/search?what=intervention)
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    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
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    "If we are serious about closing achievement gaps, we will have to move beyond the simplistic rhetoric of "It's the family," or "It's the schools," or "It's poverty"-or "It's stereotyping," for that matter. " In this article, the author argues that stereotype threat, an invisible factor, negatively impacts the performance of affected students, ranging from African American males to girls in math-oriented domains. It may account for some of the achievement gap. Stereotype threat occurs when others have negative expectations of the student's performance based on some external stereotype. The student then has to overcome the inherent negative threat, thereby facing two potential failures - actually performing poorly and the perception of performing poorly because of the stereotype. Research by the author and a colleague demonstrates that due to this additional stress and pressure, the student does more poorly precisely because he or she tries too hard in a situation in which a more relaxed concentration leads to success, particularly in high-stakes evaluations. Because stereotype threat is partly situational, the author believes that students can be taught to overcome it and that teachers and others can learn to avoid it. (WestEd)
David Boxer

Women In Science: Why So Few? (VIDEO) - 1 views

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    Science Correspondent Cara Santa Maria summarizes the findings of AAUW's 2010 report, Why So Few?, which explores causes of the gender gap in STEM fields. Cites over 300 experiments illustrate the validity of this research. At puberty the gender gap expands dramatically. Interventions suggested: 1) More female representation in the curriculum 2) Expose the biases.
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