A New Chall?nge for Teacher?: Encouraging G?rls in Sc?ence, Math and IT Related Studies and Careers
One key challenge educators fac? is the ?mportance of encouraging g?rls to excel ?n math, science ?nd computer science studies. As technology continu?s to drive the world of business, those challenged or gener?lly disinterested in scienc? ?nd math will be left behind. In fact, that's exactly w?at's happening.
Although women make u? approximately 50% of the general wo?k force in the U.S., the? only represent 9% of workers in the sc?ence and engineering community. With such ? low percentage of female inter?st, th? government is e?pecting increased worker shortages through th? first dec?de of the 21st century for the information t?chnology (IT) industry.
The c?re worker in the IT industry are comput?r engineers, sy?tems analysts, progr?mmers and comput?r scientists, whic? include? database administrators, comp?ter su?port personnel and all ?ther computer sc?entists. These ar? all career? th?t relate directl? ?ack to hig? school math and science, in ?ddition to computer science studies.
Growth projections by The Bureau of Labor Statistics' indicate that the current graduation rate ?f th?se in undergraduate computer, information science? and techn?logy programs aren't high enoug? to sustain the industry's growth. In addition, they acknowledged that th? even greater decrease of women into the computer scienc? pipeline will ?ave a profound effect ?n the industry.
These researchers believe that the lo? representation of women ?n comput?r ?cience at the undergraduate level is ?nherited from the secondary sc?ool level, w?ere girls do not particip?te in computer science ?ourses and related a?tivities ?s much a? boy?. Although girls ?re often well represented in ?arlier computing courses, th?y s?y aw?y from advanced courses. One possible reason for this is beca?se of th? increased f?cus on the technical and mat? course requirements.
This le?ds us ?ack to math and science studie? ?n elementary and h?gh school, and yet another gro?ing concern within the scientif?c community.
We currently believe that o?r nation's futu?e e?onomic prosperity and global competiti?n depends on bot? scientifi? progress and our ad?ptability in th? field? ?f ?cience, technology and engineering. A? our society shifts from ? resource-intensive society to a knowledge-intensive economy, it is critical for all of us to develop the ?nowledge and s?ills needed to contribute to this new community.
With this in mind, knowledge of math and science has now b?come essential f?r those pursuing a ?igh-status and ?ell-paid jo? in our new technologically ad?anced workforce.
Again, the science community is concerned that indust?y growth ?n the e?rly 21st century will far out pace that of graduate?. Once again, r?search h?s suggested that the root of this pr?blem can be tra?ed back to elementary and ?igh school classrooms.
In g?ing back to th? classroom, a study by the National Assessment ?f Education P?ogress discovered that girls s?ore below t?e national mean on all science achievem?nt items and express negatives attitud?s towards science. Th? study acknowledged that s?cietal, education and personal factors all contribute to this funding, but stre?sed that differences within the s?ience classroo? may be one ?f the biggest contributing factors.
So what f?ctors ar? discouraging girls from excelling ?n math, science and computer science studies in high sch?ol? Researc? has ?hown ? number of different is?ues th?t ne?d to be add?essed. They ?elieve that gi?ls are not presented w?th adequ?te information about science-related caree? opportunities and thei? prerequisites, and that high school coun?elors often do not encourage furthe? courses in math and science. In addition, texts, the m?dia and many adults often p?oject sex-stereotyped views of science and scientists.
A lack of developm?nt ?f spatial a?ility ?kills m?y also be an issue, ?hich co?ld be fost?red ?n sh?p and mechani?al drawing classes. Gi?ls also ?ave fewer experi?nces with science activities and ?quipment, which are often stereotyped ?s being masculine.
In o?der to encourage girls in th? pursuit of math and science, teachers are encouraged to maintain well-equipped, organized ?nd perc?ptually ?timulating classroom?, use non-sexist language and ?xamples, include info?mation on women scientists and stress creativ?ly ?nd basic skills and provide c?reer information.
In addition, math and ?cience teachers ?hould u?e laboratories, discussions and weekly quizzes a? their primary modes of in?truction or teaching strategies and supplement those activities with fi?ld trips and guest speakers. If possible, teachers sh?uld also en?ourage par?ntal involvement.
Studies have also shown that teachers, both ?ale and female, who were successful in motivating girl? to cont?nue to st?dy science, ?racticed what is called "directed intervention". They asked girls t? assist with demonstrations, which required t?ese stud?nts to pe?form and not merely record, ?n the laboratories, and ?n science-related fieldtrips.
When it comes to computer science studies, a similar approach can b? taken. Although thes? ?tudies do involved m?th, pr?gramming and technical issues, computer science educators need to b? aware that working with c?mputers involves much mo?e than that. It also requires fully develop?d verbal and interpersonal skills - an area in which girls tend to excel at.
In order to attra?t mor? g?rls to the study, teachers should concentrate ?n applications ?nd not just on math ?r programming. That's ?ecause girls generally don't get ?s excited about computers f?r t?eir gadget value, a? boys d?. Instead, g?rls become mo?e interested and engaged when technology is discussed in t?rms of it's usefulne?s for problem solving.
Computer science ?ducators should also impart to g?rls t?e important need for ?omen in t?e industry and outline mo?e career options. For example, jobs a?e not ?ust limited to program?ing; individuals are needed to ?elp solv? bus?ness pro?lems ?ith te?hnology solutions. The industry itself is focused on solving problems, ?nd develop?ng s?lutions to help business continue to grow.
Conclusion:
By introducing science, math and com?uter ?cience in ? positive manner to girls in all levels ?f educat?on, ?e ?ay b? able to turn t?e tide and see mor? and more wom?n choose careers ?n these important fields. If we trul? believe children are ou? fut?re, now i? the time to ensur? that th?y have a ?lace in th? future we have created.
About the Author
Valerie Giles owns and operates Cybe?-Prof: Teacher R?source Sit? an educational web site th?t specializes in resources f?r school and teacher supplies , teaching strategies, educational games, clas?room technology ?nd home ?chooling. http://www.cyber-prof.com
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