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In STEM education, fewer female students participate in STEM related activities than males (Kim, ND; Sahin et al., 2015). This underrepresentation of females in STEM fields may be attributed to lack of confidence in STEM related to their self-concept, gender stereotyping, or lack of cultural/family support (Cokley, 2002). This study is part of an NSF program that focuses on engaging secondary female students in a constructive learning environment (CLE) to enhance their self confidence in STEM related fields and encourage interest in STEM learning in order to increase females in STEM workforce. The purpose of this proposal is two-fold: 1) to examine the CLE, and 2) to investigate the factors that influence female students’ self-confidence in STEM within a CLE. Using both quantitative and qualitative data sources, this study addresses the following research questions: (1) What is the relationship between a CLE and STEM self-efficacy?; (2) How does students’ sense of belonging impact the relationship between CLE and STEM self-efficacy; and (3) How does the project experience impact secondary female students’ attitudes toward participation in STEM learning?
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Keeping the 'SPARK' alive - Investigating Effective Practices in the Retention of Female Undergraduates in Engineering and Computer Science
SPARK is the first project at Texas State University designed to recruit and retain low income, female, first year students who show an early interest in majoring in engineering and computer science (ECS). Female students who show an initial extrinsic interest in these majors can be driven away far too easily by their experiences. SPARK has two primary goals: (1) create an environment where belonging to a like-minded cohort nurtures a strong sense of self, and (2) deliver high quality, high impact practices that engender female students’ success and retention in ECS. Guided by Albert Bandura and Frank Pajares’ research on self-efficacy in theory and practice, the SPARK project sheds light on self-efficacy and confidence as predictive of persistence for female students in ECS. Additionally, the effect of SPARK students’ spatial visualization skills was assessed and tracked throughout the life of the project, utilizing Sheryl Sorby’s research correlating spatial visualization skills to STEM success. Current research-based approaches to student engagement provide good evidence that mattering and sense of belonging are also highly correlative with persistence, particularly for first year students. This is important because the national conversation on what works to mend the gender gap in STEM is currently wedged between Sheryl Sandberg’s “leaning in” and Angela Duckworth’s views on “grit” as an indicator of persistence. In this paper, we will discuss the context and history of the SPARK program, present assessment outcomes about impact to date, share lessons learned, and consider future directions. This work will contribute to the growing body of research on retaining females in ECS by developing and analyzing student motivation; recognizing factors that may contribute to aspirational deficient, attrition, and marginalization; and designing and assessing activities that strengthen self-confidence, self-efficacy, and persistence in retention programs for females in ECS.
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- Award ID(s):
- 1153688
- PAR ID:
- 10028122
- Date Published:
- Journal Name:
- 2016 Annual Conference & Exposition
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.18260/p.25514
