ERIC Number: ED377336
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Marketing and Early Intervention Strategies To Increase Female Enrollment in Technology Education.
Maehrlein, Joyce J.
A series of marketing and early intervention strategies were developed to increase female enrollment in technology education (TE) in a New Jersey township with residents of all social classes/income levels. Among the main project activities were the following: (1) development of a comprehensive curriculum intervention called Technology Education for Lifelong Learning Skills (TELLS), which focused on implementing interdisciplinary gender-neutral technological problem solving in the classroom; (2) presentation of an evening program to increase interest in TE among fifth graders and their parents; (3) organization of a TELLS conference to disseminate information about the curriculum; and (4) development of new curriculum materials, business/technology newsletters, and public relations presentation materials for grades 9 through 12. The initiatives resulted in an increase in female enrollment from 10% to 12% in the grade 8 technology elective course; however, female enrollment in TE in grades 9-12 remained at its previous level (9%). It was concluded that the project was not long enough to bring about the changes in student, teacher, and counselor attitudes required before female enrollment in TE increases significantly. (Contains 45 references. Appended are the following: project survey instruments, information about TELS grant activities and personnel, and sample public relations materials and learning activities.) (MN)
Descriptors: Attitude Change, Change Strategies, Early Intervention, Enrollment Management, Evening Programs, Family Programs, Females, Grade 5, High Schools, Intermediate Grades, Marketing, Middle Schools, Newsletters, Program Development, Program Effectiveness, Public Relations, Secondary Education, Student Recruitment, Technology Education
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A