Raising Aspiration: Widening participation in Supported Internships
Research Questions: - -How can you create a critical classroom environment through which more women...
1
Research Questions: -How can you create a critical classroom environment through which more women will be encouraged and supported in their participation in this field of study? -Can we find a solution to problems of bias and exclusion of women in science through the course? -How does the course address current needs to increase education and awareness of women and science? Kathryn Maurer Women’s Studies University of Wisconsin-Eau Claire Faculty Advisor : Dr. JoAnne C. Juett Method: - We researched different curriculum to determine the best practices. We then employed these practices within our own curriculum. - We utilized classroom research to determine the background of the students enrolled in the class. - We want to debunk the common misconceptions and bring equality in the genders in both education and employment. Women in the Sciences (course redesign project, WMNS 432) -We want to create a curriculum about current issues surrounding women in the sciences. -We want to utilize a Women in Science class as a critical audience to evaluate the main issues of women in the sciences. -We want to develop solutions to these issues to encourage more representation of women in science. -We want to find solutions to problems of bias and exclusion and learn how to study science, alternately, as a field of equal inquiry. Abstrac t: Results: -Reflection Paper Results : Initial response paper resulted in 100% of women (25) indicating less support in secondary education than males. 100% of males (5) felt they received adequate support. At this time, results are incomplete(final response paper will be written and submitted at the end of spring, 2010 semester). -Class Survey Results , administered mid-term, spring, 2010. Six questions (graphical responses to the right): 1. How much has your awareness of the problems of bias an exclusion for women in science increased since your enrollment in WMNS 432? 2. How much has your awareness of the roles and opportunities of women in science increased since your enrollment in WMNS 432? 3. How much has your knowledge about scientific issues that affect women increased since your enrollment in WMNS 432? 4. How much has your knowledge about scientific issues that are affected by women scientists increased since your enrollment in WMNS 432? 5. How much has your awareness of the problems of bias and exclusion for women in science increased since your enrollment in WMNS 432? 6. How much has your awareness of the roles and opportunities of women in science increased since your enrollment in WMNS 432? Acknowledgments: -CETL Curriculum Development Grant Why is a class like WMNS 432 Important? Figure 1. Bachelor degrees awarded in S&E and non-S&E fields, by sex. (National Science Foundation: www.nsf.gov) Chart 1. Number of Bachelor degrees in S&E and Chart 2. Employed full-time median salary across non-S&E fields, by sex. the sciences; by sex. (2006) (National Academies: www.nationalacademies.org) (National Science Foundation) -Only 29.5% of female intend to major in science or engineering when entering college compared to 41.1% of males. (National Science Foundation) -Only 27% of all women graduating having degrees in science and engineering., which compares with 37% of men graduating. - Within science, technology, engineering and mathematics, females only earn 78.7 cents to every male’s dollar (2003). This is down from 81 cents to every male’s dollar (1995). - In 2006, the average full-time salary for females in the sciences was $32,000 compared to males at $38,000. Female Male S&E Non- S&E S&E Non- S&E 1998 190,47 4 482,56 2 200,32 2 324,58 0 2000 200,95 2 517,60 7 197,65 0 338,40 9 2001 202,66 4 520,22 3 197,77 1 339,65 0 2002 211,30 8 542,02 2 204,67 5 350,96 5 2003 222,94 0 563,81 7 219,81 5 359,12 2 2004 230,79 7 585,03 6 227,86 1 373,72 7 2005 236,29 0 601,35 3 233,92 4 384,83 4 2006 240,82 9 625,53 4 238,02 9 398,53 0 2007 244,07 5 642,23 6 241,69 7 413,69 6 Female Male Biological/life 30,000 35,000 Computer/ Information 40,000 45,000 Mathematical 35,000 40,000 Physical 34,000 37,000 Psychology 30,000 32,000 Social 32,000 35,000 Engineering 52,000 52,000 Health 45,000 48,000 Graph 2. Employed women 16 years and older as a percentage of selected occupations: 2007 (National Science Foundation) -Even with the increase of number of degrees by women in the sciences, women are underrepresented in the science workforce. -As seen in graph 2, all laboratory sciences fall below the average percentage occupation. Common misconceptions: -From the time they start school, most girls are less interested in science than boys are. -Classroom interventions that work to increase girls‘ interest in sciences run the risk of turning off the boys. -Science and math teachers are no longer biased toward their male students. -When girls just aren't interested in science, parents can't do much to motivate them. -At the college level, changing the science curriculum runs the risk of watering down important "sink or swim” coursework. 1. 2. 3. 4. 5. 6. Response Key: Little (blue) Moderate (red) Significant (green) 45% 45% 9% 45% 55% 0% 55% 45% 0% 55% 45% 0% 27% 55% 18% 18% 18% 64%
-
Upload
leo-briggs -
Category
Documents
-
view
212 -
download
0
Transcript of Research Questions: - -How can you create a critical classroom environment through which more women...
Research Questions:-How can you create a critical classroom environment through which more women will be encouraged and supported in their participation in this field of study?
-Can we find a solution to problems of bias and exclusion of women in science through the course?
-How does the course address current needs to increase education and awareness of women and science?
Kathryn Maurer Women’s Studies University of Wisconsin-Eau Claire Faculty Advisor : Dr. JoAnne C. Juett
Kathryn Maurer Women’s Studies University of Wisconsin-Eau Claire Faculty Advisor : Dr. JoAnne C. Juett
Method:- We researched different curriculum to determine the best practices. We then employed these practices
within our own curriculum.
- We utilized classroom research to determine the background of the students enrolled in the class.
- We want to debunk the common misconceptions and bring equality in the genders in both education and employment.
Women in the Sciences (course redesign project, WMNS 432)
-We want to create a curriculum about current issues surrounding women in the sciences.
-We want to utilize a Women in Science class as a critical audience to evaluate the main issues of women in the sciences.
-We want to develop solutions to these issues to encourage more representation of women in science.
-We want to find solutions to problems of bias and exclusion and learn how to study science, alternately, as a field of equal inquiry.
Abstract:
Results:-Reflection Paper Results: Initial response paper resulted in 100% of women (25) indicating less support in secondary education than males. 100% of males (5) felt they received adequate support. At this time, results are incomplete(final response paper will be written and submitted at the end of spring, 2010 semester).
-Class Survey Results, administered mid-term, spring, 2010. Six questions (graphical responses to the right):1. How much has your awareness of the problems of bias an exclusion for women
in science increased since your enrollment in WMNS 432?
2. How much has your awareness of the roles and opportunities of women in science increased since your enrollment in WMNS 432?
3. How much has your knowledge about scientific issues that affect women increased since your enrollment in WMNS 432?
4. How much has your knowledge about scientific issues that are affected by women scientists increased since your enrollment in WMNS 432?
5. How much has your awareness of the problems of bias and exclusion for women in science increased since your enrollment in WMNS 432?
6. How much has your awareness of the roles and opportunities of women in science increased since your enrollment in WMNS 432?
Acknowledgments: -CETL Curriculum Development Grant
Why is a class like WMNS 432 Important?Figure 1. Bachelor degrees awarded in S&E and non-S&E fields, by sex.
(National Science Foundation: www.nsf.gov)
Chart 1. Number of Bachelor degrees in S&E and Chart 2. Employed full-time median salary across non-S&E fields, by sex. the sciences; by sex. (2006)
(National Academies: www.nationalacademies.org)
(National Science Foundation)
-Only 29.5% of female intend to major in science or engineering when entering college compared to 41.1% of males. (National Science Foundation)
-Only 27% of all women graduating having degrees in science and engineering., which compares with 37% of men graduating.
- Within science, technology, engineering and mathematics, females only earn 78.7 cents to every male’s dollar (2003). This is down from 81 cents to every male’s dollar (1995).
- In 2006, the average full-time salary for females in the sciences was $32,000 compared to males at $38,000.
Female Male
S&ENon-S&E
S&ENon-S&E
1998 190,474 482,562 200,322 324,5802000 200,952 517,607 197,650 338,4092001 202,664 520,223 197,771 339,6502002 211,308 542,022 204,675 350,9652003 222,940 563,817 219,815 359,1222004 230,797 585,036 227,861 373,7272005 236,290 601,353 233,924 384,8342006 240,829 625,534 238,029 398,5302007 244,075 642,236 241,697 413,696
Female MaleBiological/life 30,000 35,000Computer/Information 40,000 45,000Mathematical 35,000 40,000Physical 34,000 37,000Psychology 30,000 32,000Social 32,000 35,000Engineering 52,000 52,000Health 45,000 48,000
Graph 2. Employed women 16 years and older as a percentage of selected occupations: 2007
(National Science Foundation)
-Even with the increase of number of degrees by women in the sciences, women are underrepresented in the science workforce.
-As seen in graph 2, all laboratory sciences fall below the average percentage occupation.
Common misconceptions: -From the time they start school, most girls are less interested in science than boys are.
-Classroom interventions that work to increase girls‘ interest in sciences run the risk of turning off the boys.
-Science and math teachers are no longer biased toward their male students.
-When girls just aren't interested in science, parents can't do much to motivate them.
-At the college level, changing the science curriculum runs the risk of watering down important "sink or swim” coursework.
1.
2.
3.
4.
5.
6.Response Key:Little (blue)Moderate (red)Significant (green)
45% 45%
9%
45%55%0%
55%45%0%
55%45%0%
27%
55%
18%
18%
18%64%
