'Anything You Can Do I Can Do Better': Addressing Gender Stratification within Engineering and Other STEM Related Fields
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| Title: | 'Anything You Can Do I Can Do Better': Addressing Gender Stratification within Engineering and Other STEM Related Fields |
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| Language: | English |
| Authors: | Kevin Michael Smaldone |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, University of Massachusetts Lowell. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 164 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | STEM Careers, Gender Issues, Engineering, Computer Science, Social Influences, Cultural Influences, Self Efficacy, Grade 2, Females, Elementary School Students, Student Attitudes, Learner Engagement, Occupational Aspiration |
| ISBN: | 979-83-8273-672-3 |
| Abstract: | This dissertation investigates the issue of gender stratification within engineering and other STEM-related fields. The dissertation is divided into three articles that address different aspects of the problem and propose potential solutions. Article 1 explores the persistent gender imbalance within STEM fields, particularly in engineering and computer science. Several factors are identified that contribute to this disparity, including social and cultural pressures, self-efficacy, and the STEM possible self. To address these factors, the researcher proposes a conceptual framework that emphasizes early exposure to STEM, hands-on activities, and exposure to diverse role models. Article 2 describes a six-week intervention that aimed to improve the attitudes and interests of second-grade students towards engineering. The intervention involved the distribution of family STEM kits, which provided a variety of materials for both adults and children to engage with. The results suggest positive impacts of the intervention toward improving female engineering interest and attitudes. Article 3 provides recommendations that would support greater equity in course enrollment at Flagstaff High School based on the findings of Articles 1 and 2. These recommendations include identifying and implementing effective curriculum and instructional approaches within the classroom, establishing an elementary science curriculum coordinator for preK-5, and establishing a family and community partnership to support caregivers in their understanding of their child's developing interests and attitudes toward STEM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31145301 |
| Accession Number: | ED653210 |
| Database: | ERIC |
| Abstract: | This dissertation investigates the issue of gender stratification within engineering and other STEM-related fields. The dissertation is divided into three articles that address different aspects of the problem and propose potential solutions. Article 1 explores the persistent gender imbalance within STEM fields, particularly in engineering and computer science. Several factors are identified that contribute to this disparity, including social and cultural pressures, self-efficacy, and the STEM possible self. To address these factors, the researcher proposes a conceptual framework that emphasizes early exposure to STEM, hands-on activities, and exposure to diverse role models. Article 2 describes a six-week intervention that aimed to improve the attitudes and interests of second-grade students towards engineering. The intervention involved the distribution of family STEM kits, which provided a variety of materials for both adults and children to engage with. The results suggest positive impacts of the intervention toward improving female engineering interest and attitudes. Article 3 provides recommendations that would support greater equity in course enrollment at Flagstaff High School based on the findings of Articles 1 and 2. These recommendations include identifying and implementing effective curriculum and instructional approaches within the classroom, establishing an elementary science curriculum coordinator for preK-5, and establishing a family and community partnership to support caregivers in their understanding of their child's developing interests and attitudes toward STEM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8273-672-3 |
