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ERIC Number: EJ858093
Record Type: Journal
Publication Date: 2009-Oct
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0746-3537
Beyond Smash and Crash: Gender-Friendly Tech Ed
McCarthy, Ray
Technology Teacher, v69 n2 p16-21 Oct 2009
In order to increase participation in science, technology, engineering, and math (STEM) fields and careers, one of the problems that needs to be addressed is gender equity of study and careers in STEM fields. In general, women represent less than 30% of all STEM students in college. Furthermore, less than one third of professional engineers and technicians are women. Research shows that there are many attempts to create recruiting programs encouraging girls and young women to consider studies and careers in STEM fields, but these efforts seem to have little long-term effect. Currently, technology education courses create an intellectually stimulating and welcoming environment for all students who participate. Although the challenges are tough for some students, others voluntarily trade in their recess time to design, build, and test their products. These students report, "It's Cool." "I love Tech Ed!" and "Look what I made!" So how do technology education teachers encourage these girls to continue exploring technology and engineering education course offerings? This article describes related literature and research that attempts to answer this question. It discusses five keys to improving the technology education learning experiences for girls and young women: (1) Attitude; (2) Language; (3) Reframing or changing goals of learning experiences; (4) Choice of learning experiences; and (5) Marketing. It concludes with suggestions for increasing gender equity in schools.
International Technology Education Association (ITEA). 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: itea@iteaconnect.org; Web site: http://www.iteaconnect.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A