Math U See - Gender Differences In studying Style exact To Science, Technology, Engineering And Math - Stem
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Gender Differences In studying Style exact To Science, Technology, Engineering And Math - Stem
There are gender differences in studying styles definite to science, math, engineering and technology (Stem) that teachers of these subjects should keep in mind when developing chapter plans and teaching in the classroom. First, overall, girls have much less taste in the hands-on application of studying system in lab settings than boys. This could occur in the computer lab, the science lab, or the auto lab – the principle is the same for all of these settings – it requires an whole technology problem-solving schema, accompanied by use and manipulation of tools, and spatial relation skills that very few girls bring with them to the classroom on day one in comparison to boys.
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Let’s look at some of the reasons why girls come to the Stem classroom with less of the core skills needed for success in this subject area. Overall, girls and boys play with distinct kinds of games in early childhood that furnish distinct types of studying experiences. Most girls play games that emphasize relationships (i.e., playing house, playing with dolls) or creativity (i.e., drawing, painting). In contrast, boys play computer and video games or games that emphasize construction (i.e., Lego®), both of which establish problem-solving, spatial-relationship and hands-on skills.
A study of gender differences in spatial relations skills of engineering students in the U.S. And Brazil found that there was a large disparity in the middle of the skills of female and male students. These studies attributed female student’s lesser skills set to two statistically principal factors: 1) less taste playing with construction toys and 2) having taken less drafting courses prior to the engineering program. Spatial relations skills are principal to engineering. A gender study of computer science majors at Carnegie-Mellon University (one of the famed computer science programs in the country) found that, overall, male students come qualified with much good computer skills than female students. This equips male students with a principal advantage in the classroom and could impact the confidence of female students.
Are these gender differences nature or nurture? There is principal evidence that they are nurture. Studies show that most prominent computer and video games appeal to male interests and have predominantly male characters and themes, thus it is not surprising that girls are much less concerned in playing them. A study of computer games by Children Now found that 17% of the games have female characters and of these, 50% are either props, they tend to faint, have high-pitched voices, and are highly sexualized.
There are a number of studies that recommend that when girls and women are provided with the construction blocks they need to effect in Stem they will do as well if not good than their male counterparts. An preliminary Engineering Robotics class found that while males did somewhat good on the pre-test than females, females did as well as the males on the post-test following the class’s completion.
Another principal area of gender divergence that teachers of Stem should keep in mind has less to do with actual skills and taste and more to do with perceptions and confidence. For females, confidence is a predictor of success in the Stem classroom. They are much less likely to maintain interest if they feel they are incapable of mastering the material. Unfortunately, two factors work against female confidence level: 1) most girls will no ifs ands or buts have less taste with Stem policy content than their male counterparts and 2) males tend to overplay their accomplishments while females minimize their own. A study done of Carnegie Mellon Computer Science PhD students found that even when male and female students were doing equally well grade wise, female students reported feeling less comfortable. Fifty-three percent of males rated themselves as “highly prepared” in divergence to 0% of females.
It is prominent to note that many of the studying style differences described above are not strictly gender-based. They are instead based on differences of students with a background in Stem, problem-solving, and hands-on skills learned from childhood play and life taste and those who haven’t had the same type of exposure. A relate of the literature on minority students and Stem finds that students of color are less likely to have the Stem background experiences and thus are missing many of the same Stem construction blocks as girls and have the same lack of confidence. Many of the Stem curriculum and pedagogy solutions that work for female students will also work for students of color for this reason.
Bridge Classes/Modules to Ensure Core Skills
Teachers will likely see a gap in the core Stem skills of female and minority students for the reasons described above. Below are some solutions applied elsewhere to ensure that girls and women (and students of color) will get the construction block Stem skills that many will be missing.
Teachers in the Cisco Academy Gender Initiative study assessed the skill levels of each of their students and then provided them with individualized chapter plans to ensure their success that ran parallel to the class assignments. Other teachers taught key skills not included in the curriculum at the beginning of the course, such as calculating math integers and tool identification and use. Students were provided with further lab time, staffed by a female teaching assistant, knowing that the female students would disproportionately advantage from further hands-on experience.
Carnegie-Mellon University came to view their curriculum as a continuum, with students entering at distinct points based on their background and experience. Carnegie-Mellon’s new frame of a “continuum” is purposefully distinct than the former negative model in which classes start with a high bar that necessitates “remedial” tutoring for students with less experience, stigmatizing them and undermining their confidence. Below is a list of ideas and suggestions that will help All students to effect in the Stem classroom.
1. construction Confidence
How do teachers build confidence in female students who often have less taste than their male counterparts and perceive they are behind even when they are not?
1) Practice-based taste and research has shown that ensuring female students have the chance to gain taste with Stem, in a supportive environment, will increase their confidence level.
2) Bringing in female role models that have been successful in the Stem field is an additional one prominent parallel strategy that should be used to aid your female students in finding themselves as capable of mastering Stem classes: if she could do it, then I can too!
3) Consistent positive reinforcement by Stem teachers of their female students, with a positive prospect of outcome, will aid them in hanging in there while those difficult beginning weeks when they have not yet advanced a technology schema or hands-on proficiency and all they undertake seems like a huge challenge.
2. Involving to Female Interests
Many of the typical Stem activities for the classroom appeal to male interests and turn off girls. For example, curriculum in robots often involves monsters that explode or cars that go fast. “Roboeducators” observed that robots complicated in execution art or are characterized as animals are more Involving to girls. Engineering activities can be about how a hair dryer works or designing a playground for those with disabilities as well as about construction bridges. Teachers should reconsider using all types of examples when they are teaching and incorporating activities in efforts to appeal female and male interests. Teachers can also direct students to come up with their own projects as a way of ensuring girls can work in an area of significance to them.
Research also shows that there are Mars/Venus differences in the middle of the genders and how each engages in technology. Overall, girls and women are excited by how the technology will be used – its application and context. Men will discuss how big the hard drive or engine is, how fast the processor runs, and deliberate upon the merits of one motherboard or engine versus another. These are topics that are, overall, of less interest to most females.
The Carnegie-Mellon Study took into catalogue the differences of what engages female students and modified the Computer Science programs’ curriculum so that the context for the agenda was taught much earlier on in the semester and moved some of the more technical aspects of the curriculum (such as coding) to later in the semester. Authors observed that the female students were much more positive about getting through the tedious coding classes when they understood the purpose of it. Teachers should ensure that the context for the technology they are teaching is addressed early on in the semester by using real world stories and case studies to capture the interest of all of their students.
3. Group Dynamics in the Classroom
Research studies by American relationship of University Women and Children Now have found that most females prefer collaboration and not competition in the classroom. Conversely, most males greatly enjoy competition as a method of studying and play. Many hands-on activities in technology classes are set up as competitions. Robotics for example, usually uses competitiveness as a methodology of teaching. Teachers should
be cognizant of the preference of many girls for collaborative work and should add-in these types of exercises to their classes. Some ways to do this are by having students work in assigned pairs or teams and having a team grade as well as an private grade. (See Reading 2 on Cooperative Learning.)
Another Mars/Venus dynamic that Stem teachers should be aware of occurs in the lab there male students will usually dominate the equipment and females will take notes or simply watch. Overall, male students have more taste and thus confidence with hands-on lab equipment than their female counterparts. Teachers should create situations to ensure that their female students are spending an equal number of time in hands-on activities. Some approaches have been: 1) to pair the female students only with each other while labs in the beginning of the class semester so that they get the hands-on time and their confidence increases, putting them in a good position to work effectively with the male students later on, 2) allot a definite time for each student in pair to use the lab equipment and announce when it’s time to switch and monitor this, and 3) furnish feedback to male students who are taking over by letting them know that their partner needs to do the operation as well.
4. Involving Female Students from Passive Learners to Proactive question Solvers
The main skill in Stem is question solving in hands-on lab situations. For reasons already discussed about a lack of experience, most girls don’t come to Stem classes with these problem-solving skills. Instead, girls often want to be shown how to do things, repeatedly, rather than experimenting in a lab setting to get to the answer. Adding to this issue, many girls fear that they will break the equipment. In contrast, male students will often jump in and manipulate the equipment before being given any instructions by their teacher. Teachers can address this by such activities as: 1) having them take apart old equipment and put it together again, 2) creating “scavenger hunt” exercises that force them to navigate through menus, and 3) emphasizing that they are studying the question solving process and that this is equally prominent to studying the content of the chapter and insisting that they figure out hands-on exercises on their own.
Research has also shown that females tend to engage in Stem activities in a rote, smaller picture way while males use higher order reasoning skills to understand the bigger picture and the relationship in the middle of the parts. Again, Involving female students (and the non-techsavvy student in general) to become question solvers (versus just insight the content piece of the Stem puzzle) will move them to use higher order reasoning skills in Stem.
Finally, many teachers have reported that many female students will often want to understand how all relates to each other before they move into operation in the lab or move through a chapter plan to faultless a definite activity. The female students try to avoid making mistakes along the way and will not only want to read the documentation needed for the lesson, they will often want to read the whole hand-operated before taking any action. In contrast, the male student often needs to be convinced to look at the documentation at all. Boys are not as concerned with making a mistake a long the way as long as what they do finally works. The disadvantage for female students is that they often are so worried about insight the whole picture that they don’t move onto the hands-on operation or they don’t do it in a timely fashion, so that they are consistently the last ones in the class to finish. Teachers can aid female (and non-tech-savvy) students to move through class material more swiftly by providing study on how to swiftly scan for only the principal facts needed to faultless an assignment.
5. Role Models
Since the numbers of women in Stem are still small, girls have very few opportunities to see female role models solving science, technology, engineering or math problems. Teachers should bring female role models into the classroom as guest speakers or teachers, or visit them on industry tours, to send the message to girls that they can effect in the Stem classroom and careers.
Bibliography
Medina, Afonso, Celso, Helena B.P. Gerson, and Sheryl A. Sorby. “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States”. International Network for Engineering Eucation and research page. 2 August 2004: [http://www.ineer.org/Events/Icee/papers/193.pdf].
Milto, Elissa, Chris Rogers, and Merredith Portsmore. “Gender Differences in confidence Levels, Group Interactions, and Feelings about Competition in an preliminary Robotics Course”. American society for Engineering study page. 8 July 2004: [http://fie.engrng.pitt.edu/fie2002/papers/1597.pdf].
“Fair Play: Violence, Gender and Race in Video Games 2001”. Children Now page. 19 August 2004: [http://www.childrennow.org/media/video-games/2001/].
“Girls and Gaming: Gender and Video Game Marketing, 2000”. Children Now page. 17 June 2004: [http://www.childrennow.org/media/medianow/mnwinter2001.html].
Tech-Savvy: Educating Girls in the New Computer Age. District of Columbia: American relationship of University Women Educational Foundation, 2000.
Margolis, Jane and Allan Fisher. Unlocking the Computer Clubhouse: Women in Computer. Cambridge, Ma: The Mit Press, 2003.
Taglia, Dan and Kenneth Berry. “Girls in Robotics”. Online Posting. 16 September 2004: http://groups.yahoo.com/group/roboeducators/.
“Cisco Gender Initiative”. Cisco studying Institute. 30 July 2004: [http://gender.ciscolearning.org/Strategies/Strategies_by_Type/Index.html].
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