THE ROLE OF A SINGLE SEX INFORMAL EDUCATION PROGRAM ON YOUNG
WOMENS LONG-TERM INTEREST AND PERSISTENCE IN STEM 2013 Annual
Association for Science Teacher Education Conference Charleston, SC
Roxanne Hughes, Ph.D. National High Magnetic Field Laboratory Slide
2 WHY FOCUS ON WOMEN? Women represent less than 25% of physics and
some engineering fields and yet represent 50% of the US population
(NSF, 2011; US Census Bureau, 2010). Research on elementary school
students demonstrates that girls and boys show similar levels of
interest in STEM. As students move to middle school, a gender gap
in interest begins to occur (AAUW, 2010; Miller, Blessing, &
Schwartz, 2006; Shakeshaft, 1995; Spielhagen, 2008; Williams &
Ceci, 2007). Research suggests that one explanation for this gender
gap can be found in identity frameworks young girls are less able
to identify with STEM fields and therefore begin to lose interest
(Brickhouse, Lowery, & Schultz, 2000; Carlone, 2003; Carlone
& Johnson, 2007; Tan & Calabrese Barton, 2008). Slide 3
EFFORTS TO IMPROVE GIRLS STEM IDENTITIES Exposure to female role
models in STEM Exposure to relevant and hands-on activities in
various STEM fields Often through informal STEM education efforts
Slide 4 SINGLE SEX PROGRAMS Some of these programs have manifested
into single sex programming that focuses on girls in a single sex
environment as a way to promote their confidence to express their
interest in STEM (Spielhagen, 2008). Protests by ACLU and NOW who
see these as discriminatory and not equal (Salomone, 2003). Yet the
number has increased. Slide 5 HOW THIS STUDY FITS WITHIN THE DEBATE
Most studies on informal STEM education (and single sex) tend to
focus on immediate impact (Barab & Hay, 2001; Bell, Blair,
Crawford, & Lederman, 2003; Farland-Smith, 2012; Hay &
Barab, 2001; Watermeyer & Stevenson, 2010) Longitudinal studies
have shown mixed results in terms of impact (Demetry, Hubelbank,
Blaisdell, Sontgerath, Nicholson, Rosenthal, & Quinn, 2009;
Fadigan & Hammrich, 2004; Jayaratne, Thomas, & Trautmann,
2003). This study adds to the previous longitudinal studies by
focusing on the impact of a single sex STEM informal education
program on girls long term persistence in STEM as measured through:
interest in STEM activities, understanding of science knowledge,
reflection on science and the nature of science, engagement in
scientific practices, and identity. Slide 6 CONCEPTUAL FRAMEWORK
National Research Council report outlines six pieces to any
assessment of informal STEM education programs (NRC, 2009). 1.
Learners will experience excitement, interest, and motivation to
learn about phenomena in the natural and physical world. 2.
Learners come to generate, understand, remember, and use concepts,
explanations, arguments, models, and facts related to science. 3.
Learners manipulate, test, explore, predict, question, observe, and
make sense of the natural and physical world. 4. Learners reflect
on science as a way of knowing; on processes, concepts, and
institutions of science; and on their own process of learning about
phenomena 5. Learners participate in scientific activities and
learning practices with others, using scientific language and tools
6. Learners think about themselves as science learners and develop
an identity as someone who knows about, uses, and sometimes
contributes to science (4) These six pieces were combined with
research on STEM identity (Brickhouse, Lowery, & Schultz, 2000;
Carlone, 2003; Carlone & Johnson, 2007) to analyze the data
collected for this study. Slide 7 CONCEPTUAL FRAMEWORK NRC
StrandHow it was measuredHow it relates to Identity framework
Strand 1: STEM interest Measured through Likert and open-ended
questions on pre/post/and follow up survey Also necessary for
positive STEM identity development (Eccles, 2007; Hazari, Sonnert,
Sadler, & Shanahan, 2010; Gilmartin, Denson, Li, Bryant, &
Ashbacher, 2007), Strand 2: Understanding Science Knowledge
Measured through Views of Nature of Science open ended questions on
pre/post survey (Lederman, Abd-El- Khalick, Bell, & Schwartz,
2002). This portion relates to identity in that students must
understand how scientific knowledge is developed and understood in
order to determine whether they want to participate in it. Strand
3: Scientific reasoning Not measured Strand 4: Reflecting on
Science and the nature of science Measured through Views of the
Nature of Science (Lederman et al.) This portion relates to
identity in that students must understand how scientific knowledge
is developed and understood in order to determine whether they want
to participate in it. Strand 5: Engagement in scientific practices
Measured through pre/post/longitudinal survey questions asking
about engagement in formal and informal STEM practices A marked
increase in desire to participate in STEM practices immediately
after camp showed improved interest related to identity. Then
continuous engagement over time demonstrates continued interest and
positive identity. Strand 6: Identity ones perception of oneself as
a potential scientist Measured through pre/post questions on
self-efficacy, STEM attitudes, perceptions of STEM and STEM
careers; Measured longitudinally through questions asking about
perceptions of STEM and STEM careers and interest All of these
aspects are related to identity development (Aschbacher, Li, &
Roth, 2010; Eccles, 2007; Fadigan & Hammrich, 2004; Gilmartin
et al., 2007; Hazari et al., 2010; Rittmayer & Beier, 2009).
Slide 8 THE GIRLS CAMP Began in 2006 with 16 girls (rising 6 th
through 9 th graders) Since 2007 has included two camps for total
of 32 girls (GIRLS I for rising 6 th and 7 th graders and GIRLS II
for rising 8 th and 9 th graders) 2-week camp that exposes middle
school girls to STEM careers through: hands-on activities that are
relevant to their lives; opportunities to interact with female STEM
professionals who can talk about their work and serve as possible
role models; opportunities to engage in the process and community
of science The camp is a fee-based camp, however, one-third of the
spots are scholarship supported so that lower income students can
participate Slide 9 EXAMPLE OF CAMP ACTIVITIES ActivityHow Activity
Fit within Goals of Camp Day 1 (AM) Tour of national laboratory
facility where camp is housed. Tour guides included teachers and
another educator familiar with laboratory (female and male
teachers). Exposure to STEM: Showed participants multiple
opportunities in STEM and the value each of these plays in research
at the laboratory. Exposure to STEM Professionals: Showed types of
opportunities at the lab within the larger community of science.
Day 1 (PM) Water testing. The participants learn about the effects
of pollutants on local waterways and the role of observation in
research. They then test the pond behind laboratory and record data
and discuss why these results could be this way (female teachers).
Exposure to STEM: Participated in the process of science
(collection and analysis of data) Relevance of STEM: Made the focus
of the camp relevant to their daily lives. Day 2 (AM) Two
representatives from the state Environmental Protection Agency and
one representative from a local engineering firm, specializing in
water testing led the girls on a hike on local trails. They
discussed the ecosystem, the role of water, the type of waterways.
The girls then tested the water at two locations. Discussed the
ecosystem and its role in their data (1 male scientist, one female
scientist, 1 female science graduate participants, 4 female
teachers). Exposure to STEM: Participated in the process of science
(data collection and analysis). Relevance of STEM: Saw the
interconnectedness of water systems and why water quality is
important for healthy ecosystems. Exposure to STEM Professionals:
Saw scientists at work and learned about possible careers in STEM.
Day 2 (PM) Tour of local waterway and ecosystem by marine biologist
(female scientist)Relevance of STEM: Made the focus of the camp
relevant to their daily lives. Exposure to STEM Professionals Day
3Toured local animal shelter. The veterinarian took participants on
tour, had them watch and assist in a spay surgery, during which she
explained the importance of such processes, learned about various
diseases that affect animals within pets and larger local
ecosystems, and observed parasites under a microscope. At the end
the veterinarian explained her life history as it relates to
science and answered participants questions (female veterinarian
and female veterinarian technician staff). Relevance of STEM: Made
the focus of the camp relevant to their daily lives. Exposure to
STEM Professionals: Saw scientists at work and learned about
possible careers in STEM. Day 4Toured local organic farm to learn
about the role of pesticides on produce and how organic farms
attempt to fit in with the local ecosystem. Discussed
sustainability in organic farming and the science behind organic
farming (i.e. soil and water testing, native species versus
invasive species). (Male and female farmer.) Relevance of STEM:
Made the focus of the camp relevant to their daily lives. Exposure
to STEM: Showed them science opportunities and applications beyond
careers. Day 5Visited local marine laboratory facility. The
participants learned differences between inference and observation,
the role of the moon on the tides, and observed various species
under the microscope. Then they snorkeled in a local marine
waterway, observed various ecosystems (sea grass, oyster beds). The
older girls also conducted a survey of mole crabs, measuring where
they lived along the coast and counting the number of each sex and
age. Then spoke with a female marine biologist and did a hands on
activity related to her research, testing the best conditions for
periwinkle snails to live. (Female facilitator with background in
marine biology). Relevance of STEM: Made the focus of the camp
relevant to their daily lives. Exposure to STEM: Observed ways in
which STEM careers can also be used in educative waysnot only
within a research laboratory. Exposure to STEM Professionals: Saw
scientists at work and learned about possible careers in STEM. Day
6Visited a local wolf preserve and learned about the role that
science understanding can play in policy changes, like wolves
presence on the endangered species list (owned by a female
non-scientist). Relevance of STEM: Made the focus of the camp
relevant to their daily lives. Exposure to STEM: Showed them
science opportunities and applications in policy. Day 7The girls
worked in groups to analyze and create a presentation on the water
testing data that they had collected throughout the camp.
Participants were encouraged to make inferences based on their
observations and data regarding the health of the local waterways
(female teachers). Relevance of STEM: Made the focus of the camp
relevant to their daily lives. Exposure to STEM: Participated in
the process of science (collection and analysis of data) Day 8Older
girls listened to a presentation and various demonstrations by a
female engineer who discussed her work with nanotechnology. After
the presentation, the girls constructed nanotubes out of balloons
and hula-hoops. In her discussion, the female engineer, related
nanotechnology to items used by the girls (female engineer). The
younger girls learned about water filtration and the design of
man-made structures that would help purify water in local parks.
Then the girls constructed their own filtration systems (three
female engineers). Relevance of STEM: Made the focus of the camp
relevant to their daily lives. Exposure to STEM: Learned about many
different facets of engineering and the different types of
engineering opportunities available. Exposure to STEM
Professionals: Saw scientists at work and learned about possible
careers in STEM. Day 9The girls visited a local quarry where they
were able to explore and collect specimens of bone, teeth, fossils,
and rocks. At the end of the day, they showed each other what they
had found and the three scientists/engineers explained what it was
and how they determined how old these specimens were (female
geologist, male engineer, male paleontologist ). Exposure to STEM:
The girls learn about the process of science (inferences and
observations), challenging the conception of scientific theories as
never changing objective truths. Exposure to STEM Professionals:
Day 10Girls finalized their presentations.Relevance of STEM: Made
the focus of the camp relevant to their daily lives. Slide 10
RESEARCH METHODS Pre/post survey each camp: Quantitative:
understanding of NOS (Lederman et al., 2002); STEM interest,
attitudes toward STEM; perceptions of STEM careers and
professionals; and self-efficacy in STEM (AWE, 2010). Qualitative:
open ended questions Every three years a follow-up survey is
emailed to past participants (2009, 2012). STEM interest;
perceptions of STEM professionals and careers; engagement in STEM.
Slide 11 CODING To determine STEM interest over time, the following
questions were coded to determine level of STEM interest: favorite
subject, career interest, college major. Students who identified a
STEM subject as their favorite were given a STEM code. STEM career
and major interests were categorized according to definite interest
(it was specifically mentioned) or possible interest (it was one of
many interests including non-STEM). The questions that attempted to
understand how GIRLS affected participants interest over time were:
How has your interest in STEM changed since participating in GIRLS?
And, What effect do you think GIRLs has had on you? Responses were
first coded to identify whether the camp has a positive impact.
These responses fell into two categories: No change because already
interested; increased interest in STEM. In terms of how the camp
affected each person, there were five common themes that arose from
the open-ended responses: learned more about STEM careers; improved
confidence in pursuing STEM; improved team work and collaboration
abilities; increased understanding of STEM and reduced stereotypes
about STEM; and motivated student to pursue STEM. Slide 12
PARTICIPANTS Campers who participated in one summer or more of the
camp from 2006 to 2011 (n=144, 38 of these students participated
two summers). Of the 144 unique individuals, 60 (42%) have
responded to one or both follow up surveys The lead researcher has
been a participant observe since 2007 Slide 13 DEMOGRAPHICS
Demographics of All Campers Demographics of Follow-up Campers
Race/ethnicityNPercent of total African American 2618% Asian
American139% Hispanic75% White9868% Race/ethnici ty N in cohort
Percent of Follow up cohort Percent represented by camp overall
African Americans 1017%18% Asian Americans 35%9% Hispanic12%5%
White4677%68% School TypeNPercent of total Public9264% Public
Charter2014% Private2718% Home- schooled/Other 54% School typeN in
cohortPercent of Follow up cohort Percent represented by camp
overall Public3660%64% Public Charter 1017%14% Private1118% Home
school 35%4% Slide 14 BREAKDOWN OF RESPONDENTS Year of Camp
Participant Represented by Longitudinal Cohort 2009 Grade levels at
time of contact (n= 29) N in cohort Actual number who participated
that year Response rate per year 2006101662.5% 2007173253%
2008233272% 2009113234% 2010113631% 2011103231% Grade
LevelNumberPercent of total 6310% 7724% 8414% 9310% 10414% 11517%
12310% Grade LevelNumberPercent of total 6615% 7717% 81026% 9323%
10820% 1137% 1200% College Freshmen25% 2012 Grade levels at time of
contact (n=39) Slide 15 RESULTS OF LONGITUDINAL SURVEYS All of the
respondents (n=60 distinct respondents not double counting those
who responded in 2009 and 2012) were interested in STEM before
coming to the camp as evidenced by their applications. Forty nine
of these participants (88%) still listed a science or math course
as one of their favorite courses in 2009 and/or 2012, demonstrating
continued interest over time. All of the respondents mentioned a
positive effect of the camp on their interest, understanding or
motivation in STEM, providing evidence of the long-term benefits of
the camp programming One of the most cited successful aspects of
the program on continued interest was the opportunities the
students had to interact with STEM professionals who introduced
them to a variety of STEM careers through hands on activities.
Slide 16 SPECIFICALLY MENTIONED ASPECTS Effects of CampTallyPercent
of Total (n=60) Increased interest in STEM60100% Learned about
real-world applications of STEM2643% Learned about STEM
careers2033% Motivated to take more advanced STEM courses915%
Motivated to pursue STEM careers813% Improved concept that women
can be successful in STEM 712% Increased confidence in STEM
abilities610% Participated in and learned about collaboration as it
relates to STEM 610% Increased understanding of STEM47% Slide 17
VARYING EFFECTS OF CAMPS Increased interest in STEM, but may not be
considering a STEM career: Due to GIRLS, I understand different
sciences and how they interact with each other and society. I also
have a broader perspective of how things work (2012 survey response
from 2010/11 camper.) Despite not having an interest in a STEM
career, this camper did learn more about STEM through participation
in the camp. This meets the camp goals in that it exposed her to
STEM and helped her develop a better understanding of STEM careers.
Slide 18 BETTER UNDERSTANDING Relevance to their own lives (43%)
GIRLS allowed me to view different fields of science and explained
in depth the complexity of science in everyday life (2012 response
from 2007/08 camper). GIRLS reinforced my interest in science and
it also made me realize that there was more to science than just
what was taught in the school room (2009 response from 2007/08
camper). Better understanding of STEM careers (40%) Before GIRLS I
didn't really know what a forensic scientist did or what a marine
biologist did. But now that I have been exposed to those careers, I
can make an educated decision about what I want to do when I grow
up (2012 response from a 2007/08 camper). Slide 19 BETTER
UNDERSTANDING LEADS - FOR SOME - TO IMPROVED INTEREST. Fifty seven
percent of the participants (n=34) were interested in a STEM
career, with an additional 14% (n=8) listing it as a possibility at
least two or more years after participating in camp. According to
the respondents the camp motivated participants to pursue STEM
careers by motivating them to take advanced STEM courses (n=9)
and/or persist in a STEM career (n=8). GIRLS solidified that
interest (2012 response from a 2009 camper) GIRLS opened my eyes to
the kinds of careers I could have in science and confirmed my
career goals (2009 response to a 2008 camper). Slide 20 GENDER
ASPECT The GIRLS program is unique in that it is a single sex camp
that exposes girls to female STEM professionals along with hands on
activities that improve their understanding of STEM. This gendered
exposure was mentioned by seven participants. GIRLS showed me that
it was possible for women to be scientists (2009 response from a
2007/08 camper). It just helped me know that this is what I want to
do. Ever since I was 10 I wanted to be a chemist, but I didn't know
any girl chemists. I met women in science thru GIRLS and I can now
see they aren't just geeky women in white coats (2009 response from
2008 camper). GIRLS gave me a basis for my love of science. I had
been to other science camps that also piqued my interest from a
young age, but GIRLS was the first to show how women could be
involved in science. Going to a science- focused university with a
60/40 ratio of men to women, it's exciting to see that the
percentage of women in the sciences is increasing (2012 response
from a 2007 camper). The fact that this young woman still remembers
her experience and can credit that experience as influencing her
STEM career trajectory speaks to the effect of exposing young women
to female role models in STEM Slide 21 UNINTENDED POSITIVE EFFECTS
Not directly part of the mission of the camp but positive
nonetheless: Increased confidence (n=6) and improved abilities to
work as a team member (n=6). These results were only cited by
students within one year of completing the program This could
indicate that these effects immediate rather than longitudinal
effects of the camp and its structure. One 2007/08 camper described
the camps impact on her confidence in succeeding in STEM, GIRLS has
definitely given me more confidence that I want to get a job in
science. It has also made me set higher goals for myself (2009
response from a 2007/08 camper). Similarly other students expressed
that they learned what it was like to collaborate as a scientist
(2012 response from 2011 camper). Slide 22 DECLINE IN STEM INTEREST
Some participants described a decline in their STEM interest since
participating in GIRLS, crediting this decline to experiences
outside of the camp For example, one participant explained, I was
really on fire for it [STEM] after GIRLS- but it started to decline
once Physics came in (2012 response from a 2006 camper). And
another discussed how she felt like she was not good at science and
math in school believing that school was ruining [her] interest in
STEM (2009 response from a 2006/07 camper). This is an interesting
finding to follow up with in more depth. Slide 23 LIMITATIONS AND
CONCLUSIONS We realize that we cannot directly connect GIRLS to the
young womens continued interest (or lack thereof), but we can
demonstrate that this program is just one of hopefully many that
can add to STEM persistence over time. To better highlight identity
trajectories, in-depth follow up with these participants and their
families is required. Interviews with these participants and their
families could highlight changes over time and better explain how
identity is affected by both informal science education and formal
science education. Despite this piece, the present study adds to
the literature in that it demonstrates that participation in
informal science education programs were still mentioned by
participants years after the participation, thereby indicating that
these experiences still had some effect on some of the
participants. Some might argue that the self-selection issues
(students were already interested in STEM when they applied to the
camp) might detract from these findings. However, underrepresented
minority students (particularly girls) tend to lose interest in
STEM from middle school to college, despite having a high interest
in elementary school. Therefore, programs that maintain that
interest and expose adolescent girls to STEM careers are important
to improving the number of girls who stay in the STEM pipeline.
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