| One key challenge educators face is the | | | | shown a number of different issues that need |
| importance of encouraging girls to excel in | | | | to be addressed. They believe that girls are |
| math, science and computer science studies. | | | | not presented with adequate information about |
| As technology continues to drive the world of | | | | science-related career opportunities and |
| business, those challenged or generally | | | | their prerequisites, and that high school |
| disinterested in science and math will be | | | | counselors often do not encourage further |
| left behind. In fact, that's exactly what's | | | | courses in math and science. In addition, |
| happening. | | | | texts, the media and many adults often |
| | | | project sex-stereotyped views of science and |
| Although women make up approximately 50% of | | | | scientists. |
| the general work force in the U.S., they only | | | | |
| represent 9% of workers in the science and | | | | A lack of development of spatial ability |
| engineering community. With such a low | | | | skills may also be an issue, which could be |
| percentage of female interest, the government | | | | fostered in shop and mechanical drawing |
| is expecting increased worker shortages | | | | classes. Girls also have fewer experiences |
| through the first decade of the 21st century | | | | with science activities and equipment, which |
| for the information technology (IT) industry. | | | | are often stereotyped as being masculine. |
| | | | |
| The core worker in the IT industry are | | | | In order to encourage girls in the pursuit |
| computer engineers, systems analysts, | | | | of math and science, teachers are encouraged |
| programmers and computer scientists, which | | | | to maintain well-equipped, organized and |
| includes database administrators, computer | | | | perceptually stimulating classrooms, use |
| support personnel and all other computer | | | | non-sexist language and examples, include |
| scientists. These are all careers that relate | | | | information on women scientists and stress |
| directly back to high school math and | | | | creatively and basic skills and provide |
| science, in addition to computer science | | | | career information. |
| studies. | | | | |
| | | | In addition, math and science teachers |
| Growth projections by The Bureau of Labor | | | | should use laboratories, discussions and |
| Statistics' indicate that the current | | | | weekly quizzes as their primary modes of |
| graduation rate of those in undergraduate | | | | instruction or teaching strategies and |
| computer, information sciences and technology | | | | supplement those activities with field trips |
| programs aren't high enough to sustain the | | | | and guest speakers. If possible, teachers |
| industry's growth. In addition, they | | | | should also encourage parental involvement. |
| acknowledged that the even greater decrease | | | | |
| of women into the computer science pipeline | | | | Studies have also shown that teachers, both |
| will have a profound effect on the industry. | | | | male and female, who were successful in |
| | | | motivating girls to continue to study |
| These researchers believe that the low | | | | science, practiced what is called "directed |
| representation of women in computer science | | | | intervention". They asked girls to assist |
| at the undergraduate level is inherited from | | | | with demonstrations, which required these |
| the secondary school level, where girls do | | | | students to perform and not merely record, in |
| not participate in computer science courses | | | | the laboratories, and in science-related |
| and related activities as much as boys. | | | | fieldtrips. |
| Although girls are often well represented in | | | | |
| earlier computing courses, they shy away from | | | | When it comes to computer science studies, a |
| advanced courses. One possible reason for | | | | similar approach can be taken. Although these |
| this is because of the increased focus on the | | | | studies do involved math, programming and |
| technical and math course requirements. | | | | technical issues, computer science educators |
| | | | need to be aware that working with computers |
| This leads us back to math and science | | | | involves much more than that. It also |
| studies in elementary and high school, and | | | | requires fully developed verbal and |
| yet another growing concern within the | | | | interpersonal skills - an area in which girls |
| scientific community. | | | | tend to excel at. |
| | | | |
| We currently believe that our nation's | | | | In order to attract more girls to the study, |
| future economic prosperity and global | | | | teachers should concentrate on applications |
| competition depends on both scientific | | | | and not just on math or programming. That's |
| progress and our adaptability in the fields | | | | because girls generally don't get as excited |
| of science, technology and engineering. As | | | | about computers for their gadget value, as |
| our society shifts from a resource-intensive | | | | boys do. Instead, girls become more |
| society to a knowledge-intensive economy, it | | | | interested and engaged when technology is |
| is critical for all of us to develop the | | | | discussed in terms of it's usefulness for |
| knowledge and skills needed to contribute to | | | | problem solving. |
| this new community. | | | | |
| | | | Computer science educators should also |
| With this in mind, knowledge of math and | | | | impart to girls the important need for women |
| science has now become essential for those | | | | in the industry and outline more career |
| pursuing a high-status and well-paid job in | | | | options. For example, jobs are not just |
| our new technologically advanced workforce. | | | | limited to programming; individuals are |
| | | | needed to help solve business problems with |
| Again, the science community is concerned | | | | technology solutions. The industry itself is |
| that industry growth in the early 21st | | | | focused on solving problems, and developing |
| century will far out pace that of graduates. | | | | solutions to help business continue to grow. |
| Once again, research has suggested that the | | | | |
| root of this problem can be traced back to | | | | Conclusion: |
| elementary and high school classrooms. | | | | |
| | | | By introducing science, math and computer |
| In going back to the classroom, a study by | | | | science in a positive manner to girls in all |
| the National Assessment of Education Progress | | | | levels of education, we may be able to turn |
| discovered that girls score below the | | | | the tide and see more and more women choose |
| national mean on all science achievement | | | | careers in these important fields. If we |
| items and express negatives attitudes towards | | | | truly believe children are our future, now is |
| science. The study acknowledged that | | | | the time to ensure that they have a place in |
| societal, education and personal factors all | | | | the future we have created.Valerie Giles owns |
| contribute to this funding, but stressed that | | | | and operates Cyber-Prof: Teacher Resource |
| differences within the science classroom may | | | | Site an educational web site that |
| be one of the biggest contributing factors. | | | | specializes in resources for school and |
| | | | teacher supplies . Free stuff for teachers, |
| So what factors are discouraging girls from | | | | teaching strategies, K-8, educational toys |
| excelling in math, science and computer | | | | and games, back to school, classroom |
| science studies in high school? Research has | | | | technology and home school curriculum. |