Advisor Information
Nealy Grandgenett
Location
UNO Criss Library, Room 231
Presentation Type
Oral Presentation
Start Date
3-3-2017 2:30 PM
End Date
3-3-2017 2:45 PM
Abstract
STEM (Science, Technology, Engineering and Math) education creates critical thinkers, increases science literacy, and enables the next generation of innovators, which leads to new products and processes that sustain our economy (Hossain & Robinson, 2012). We have been hearing the warnings for several years, that there simply are not enough young scientists entering into the STEM professional pathways to replace all of the retiring professionals (Brown, R., Brown, J., Reardon, & Merrill, 2011; Harsh, Maltese, & Tai, 2012; Heilbronner, 2011; Scott, 2012). The problem is not necessarily due to a lack of STEM skills and concept proficiency. There also appears to be a lack of interest in these fields, especially in minority students and women (President’s Council of Advisors on Science and Technology, 2010).
The purpose of this qualitative research study was to determine how high schools can best prepare and encourage young women for a career in engineering or computer science. This was accomplished by interviewing a pool of 21 women who were at various stages in their STEM career pathway. Five central themes emerged; coursework in physics and calculus, promotion of STEM camps and clubs, teacher encouragement of STEM capabilities and careers, problem solving, critical thinking and confidence building activities in the classroom, and allowing students the opportunity to fail and ask questions in a safe environment.
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Included in
The Experiences of Female High School Students and Interest in STEM: Factors Leading to the Selection of an Engineering or Computer Science Major
UNO Criss Library, Room 231
STEM (Science, Technology, Engineering and Math) education creates critical thinkers, increases science literacy, and enables the next generation of innovators, which leads to new products and processes that sustain our economy (Hossain & Robinson, 2012). We have been hearing the warnings for several years, that there simply are not enough young scientists entering into the STEM professional pathways to replace all of the retiring professionals (Brown, R., Brown, J., Reardon, & Merrill, 2011; Harsh, Maltese, & Tai, 2012; Heilbronner, 2011; Scott, 2012). The problem is not necessarily due to a lack of STEM skills and concept proficiency. There also appears to be a lack of interest in these fields, especially in minority students and women (President’s Council of Advisors on Science and Technology, 2010).
The purpose of this qualitative research study was to determine how high schools can best prepare and encourage young women for a career in engineering or computer science. This was accomplished by interviewing a pool of 21 women who were at various stages in their STEM career pathway. Five central themes emerged; coursework in physics and calculus, promotion of STEM camps and clubs, teacher encouragement of STEM capabilities and careers, problem solving, critical thinking and confidence building activities in the classroom, and allowing students the opportunity to fail and ask questions in a safe environment.
Additional Information (Optional)
Winner of Meritorious Graduate Oral Presentation