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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The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level
Information technology has become ubiquitous in the 21st Century. Acquiring the skills and confidence to navigate the computational arena is all but obligatory for educational and professional success. Underrepresentation of women in the wide variety of fields associated with information technology is an authentic concern for both the individual and society as a whole. Various studies have emphasized the importance of stronger representative of marginalized groups to bolster creative thinking and a variety of perspectives. The CCERS STEM + C Program is a long-term hands-on environmental restoration project that has been embedded in the New York City Department of Education public schools. Students work to restore the native oyster population to New York Harbor through both field work and working with large sets of data on the open-access platform. One of the several areas studied throughout this program is the motivation and self-efficacy of the students, especially students who are underrepresented in the STEM and technology fields. Student surveys were initiated by 764 students with 513 participants and non-participants completing the survey. Aimed at eliciting levels of several self-reported factors, the survey included a subscale measuring levels of confidence in technological abilities. Results of the survey indicated that 9th grade female students have a higher level of self-efficacy and motivation than female students in the later high school grade levels. These results are consistent with the waning motivation and interest of female students in technology and STEM found in other studies.
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- NSF-PAR ID:
- 10406480
- Date Published:
- Journal Name:
- Journal of Curriculum and Teaching
- Volume:
- 12
- Issue:
- 3
- ISSN:
- 1927-2677
- Page Range / eLocation ID:
- 81
- 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
- Journal Article:
- https://doi.org/10.5430/jct.v12n3p81
