National Girls Collaborative Project

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National Girls Collaborative Project

• Advancing the Agenda in Gender Equity for
  Science, Technology, Engineering and Mathematics

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• Girls Girls and Science, Technology, Engineering,
  and Math (STEM)
• Where are We Today?

Where Are We Today?
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Girls and Women in STEM

• High School Performance
• Standardized Tests
• College Degrees
• The Workplace

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National Assessment of Educational Progress (NAEP)

• The Nations Report Card national assessment of
  what American students know and can do in various
  subject areas
• For students aged 9, 13, and 17 girls slightly
  outperform boys on average in reading scores
  (1971 to 2004)
• For students aged 9, 13, and 17 boys slightly
  outperform girls on average in math scores (1973
  to 2004)

• Source U.S. Department of Education, Institute
  of Education Sciences, National Center for
  Education Statistics, NAEP, selected years,
  1971-2004 Long-Term Trend Reading Assessment and
  1973-2004 Long-Term Trend Mathematics
  Assessments.

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Mathematics and Science Combined High School GPA
1990-2005
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Education Statistics, High School Transcript
Study.
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High School Credits Earned in Math and Science
19902005
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Education Statistics, High School Transcript
Study.
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Who is Taking the SAT?

• More girls than boys
• 54 are girls (2007)
• Girls more diverse group than boys
• 58 of first-generation college students taking
  SAT are girls
• Self-selected group

SOURCE College Board. 2007 College-bound
Seniors Total Group Profile Report
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Women Earned 57 of all Bachelor Degrees Awarded
in 2004-05
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Proportion of Women in Selected College Majors
1999-2000 Bachelors Degree Recipients
Education Psychology Health Social
Sciences Humanities Other Biological
Science Social Science Business/Management History
Math/Physical Sciences Engineering
NOTE Excludes graduates older than 35 at
completion of degree. SOURCE U.S. Department
of Education, National Center for Education
Statistics, 2001 Baccalaureate and Beyond
Longitudinal Study (BB01).
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Degrees Awarded to Womenin Science and
Engineering

• In 2004, women in science and engineering earned
• 38 of bachelors degrees
• 32 of masters degrees
• 31 of doctoral degrees

Biological, agricultural, earth, ocean,
atmosphere and physical sciences, mathematics,
computer science, and engineering.
SOURCE National Science Foundation NSF 07-307
Science and Engineering Degrees1966-2004 January
2007
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Average Weekly Earnings by Gender and Occupation
(2003)full-time, employed, 1992-93 Bachelor's
degree recipients
NOTE Excludes graduates older than 35 at
completion of degree.
SOURCE Behind the Pay Gap AAUW Educational
Foundation, 2007. (U.S. Department of Education,
National Center for Education Statistics, 2001
Baccalaureate and Beyond Longitudinal Study
(BB01)).
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• Why so few girls and women in STEM?

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Interest in STEM Fields is Low Among Girls

• Survey of undergraduate women indicated that
  technical majors are not interesting.1
• High school girls who are good in math and
  science are less likely than less qualified boys
  to major in a STEM field in college. 
• Girls are more likely to pursue careers that are
  intrinsically rewarding
• Boys pursue careers that provide extrinsic
  rewards like money and power2
• Not due to limitations in ability

• 1Weinberger, C.J. (2004). IEEE Tech. Soc. Mag.
  23(2), 2835
• 2Schauman, K.A. (2005) Soc. Sci. Res. 35,
  577-619

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Self-Assessment

• Men make higher assessments of their own
  mathematical abilities than women.1
• The higher the self-assessment, the more likely a
  student is to enroll in and excel in a subject.

1Correll, S.J. (2004) Am. Socio. Rev., 69(1),
93113
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STEM Fields Are Stereotypically Male Are
Stereotypically Male

• Girls social roles conflict with science careers
• Socialization for career choices is seen in
  children as young as six years old1
• Cultural models contrast femininity and STEM
  careers
• Lack of female role models2
• Fewer women in STEM fields gives fewer
  opportunities for female role models
• Difficult for many girls to be in the small
  minority in science engineering classes

1Klein, S. S., ed. Handbook for Achieving Gender
Equity Through Education, 2007. 2 Reskin, B.
(1993). Ann. Rev. Sociology, 19, 24170
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Leaky Pipeline

• Women more likely to leave STEM fields than
  men1,2
• 2 .5 times more likely to leave STEM fields
• Half as likely to choose a STEM position
• Half as likely to attend graduate school in STEM
  field

1 Joy, L. (2000) American Economic Review, 90(2),
4715. 2 Joy, L. (2006) Economics of Education
Review, 25(2), 22131.
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What Can Be Done to Increase Girls Participation
in STEM?

• Give girls specific information about STEM
  careers and provide hands-on experiences1
• Encourage girls to take math classes in high
  school2
• Challenge stereotypes
• Show women in nontraditional roles

1 Klein, S. S., ed. Handbook for Achieving Gender
Equity Through Education, 2007 2 Trusty, J.
(2002) J. Counsel. Dev., 80, 46474
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National Institute for Women In Trades,
Technology, and Science (www.iwitts.com) To
order this poster click on WomenTech E-Store
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National Institute for Women In Trades,
Technology, and Science (www.iwitts.com) To
order this poster click on WomenTech E-Store
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The National Girls Collaborative Project in
Advancing the Agenda
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Project History

• Northwest Girls Collaborative Project in Oregon
  and Washington (2002-2004)
• Northwest model replicated in California,
  Wisconsin, Massachusetts (2004-2006)
• Two additional regions independently funded
  Midwest Rural Urban South Central (2005-2007)
• National Girls Collaborative Project Extension
  Services Grant w/AAUW and AWE (2006-2011)

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Goals Objectives

• WHAT
• Maximize Access to Shared Resources
• Strengthen Capacity of Existing Projects
• Create the Tipping Point for Gender Equity in
  STEM
• HOW
• Implementation of theCollaborative Model
• Dissemination Outreach
• Collaboration Support
• Research Evaluation

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Components of the Model

• Program Directory
• Mini-Grants
• Dissemination of Promising Practices
• In-Person Events Webcasts
• Regional Support (AAUW)
• Leadership Teams Champions Boards
• www.ngcproject.org

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Video
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Why Collaborate?

• To coordinate services available to girls
  interested in STEM careers
• To reduce competition for scarce resources
• To strengthen relationships among organizations
• To gather information in a centralized location
  accessible to general public
• To share promising practices

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Program Directory Search
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Program List
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Example Program
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Collaborative Implementation
2009Midwest Middle Atlantic Pennsylvania

• 2007
• California
• Florida
• North Carolina
• Northwest

2008 Connecticut Great Lakes Kentucky Maine Tennes
seeTexasNortheast
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AAUW Members Serving as NGCP Regional Liaisons

• Connect
• Support
• Promote

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AAUW Regional Liaisons

• CaliforniaMarie Wolbach mwolbach_at_jps.net
• Connecticut PennsylvaniaDot McLane
  dotmclane_at_comcast.net
• FloridaJennifer McDaniel j2mcd_at_yahoo.com
• Great Lakes (IN, MI, OH, WI, MN) Midwest (IL,
  IA, MO) Geraldine Oberman goberman_at_uchicago.edu
   
• KentuckyEllen Nolan EllenT.Nolan_at_ky.gov
• MaineAnja Whittington anja.whittington_at_umpi.edu

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AAUW Regional Liaisons

• Middle Atlantic (DC, MD, VA)Elizabeth Vandenburg
  evandenburg_at_verizon.net
• North CarolinaSusan Metz spasmetz_at_hotmail.com
  
• Northeast (MA, NH, RI, VT) Kimberly Edgar
  kimberlyedgar_at_aol.com
• TexasKristian Trampus kristian.trampus_at_gmail.co
  m
• Diversity Outreach LiaisonLetha Granberry
  lethagranberry_at_yahoo.com

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How You Can Help the NGCP

• Grow the Program Directory at www.ngcproject.org
• Register your girl-serving STEM program
• Register your branch
• Encourage other organizations to sign up
• Become involved with your regional collaborative
• Attend Collaborative events
• Apply for a mini-grant
• Volunteer your time or expertise

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Project Benefits to Participants

• Networking with other professionals who share
  common goals
• Professional development
• Access to resources partners
• Project funding through mini-grants

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Benefits to Replication Sites

• Opportunity to take regional leadership in
  initiating and expanding STEM activities
• Direct funding to support and motivate
  collaboration in your local area
• Opportunities to network and strategize with
  regional collaborative teams throughout the U.S.
• Electronic tools Online Program Directory,
  Online Mini-Grant Award Application, Project Web
  Site, Regional Listserv and Newsletter Software,
  SharePoint

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How Can You Benefit from NGCP?

• Program Directory
• Website Resources Listserv
• Webcasts
• Mini-Grants
• Collaborative Events
• What Can I Do Today?
• Sign up in the program directory
• Elect to receive the monthly newsletter
• Contact your AAUW Regional Liaison

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Useful Websites

• Project Homepagewww.ngcproject.org
• AAUW NGCPwww.aauw.org/education/ngcp

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AAUW Reports on Girls in STEM
Reports available at www.aauw.org under Research
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Girls and Women Have Made Great Progress in STEM
Fields

• Policy changes work!
• Still work to be done Potential of girls
  notyet fully realized

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References

• Correll, Shelley J. (2004, February). Constraints
  into preferences Gender, status, and emerging
  career aspirations. American Sociological Review
  69(1), 93113
• Joy, Lois. (2000, May). Do colleges shortchange
  women? Gender differences in the transition from
  college to work. Papers and proceedings of the
  112th annual meeting of the American Economic
  Association. American Economic Review 90(2),
  4715
• Joy, Lois. (2006). Occupational differences
  between recent male and female college graduates.
  Economics of Education Review 25(2), 22131.
• Klein, Susan S., ed. Handbook for Achieving
  Gender Equity through Education Lawrence Erlbaum
  Associates, Inc. Mahwah, NJ, 2007.
• Reskin, Barbara. (1993). Sex segregation in the
  workplace. Annual Review of Sociology, 19, 24170
• Shauman, K.A. (2005) Occupational Sex Segregation
  and the Earnings of Occupations What causes the
  link among college-educated workers? Social
  Science Research 35, 577-619
• Trusty, Jerry. (2002, September). Effects of high
  school course-taking and other variables on
  choice of science and mathematics college majors.
  Journal of Counseling and Development, 80, 46474
  
• Weinberger, Catherine J. (2005). Is the Science
  and Engineering Workforce Drawn from the Far
  Upper Tail of the Math Ability Distribution?
  Working Paper. Institute for Social, Behavioral,
  and Economic Research and Department of
  Economics, University of California at Santa
  Barbara.
• Weinberger, Catherine J. (2004, Summer). Just
  ask! Why surveyed women did not pursue IT courses
  or careers. IEEE Technology and Society Magazine,
  23(2), 2835