1. Barbara Bitters, Assistant Director Career and Technical Education Team, WDPI barbara.bitters@dpi.wi.gov December 2, 2010. Pewaukee, WI

2.  Get in groups of five or fewer people. Name your Group. Select a facilitator and note-taker who will submit the group notes to me.  Discuss for 3 minutes  A. What do you believe the most critical reasons or factors are….  Discuss for 5 minutes  B. At least one activity or strategy you employ to encourage under-represented populations to explore STEM coursework, STEM credentials beyond high school and STEM careers.  Large Group Sharing

3.  Females  Students of Color  English Language Learners  Students with Disabilities  Economically Disadvantaged The Midwest Alliance WiscAMP Wisconsin Alliance for Minority Participati on (WISELI) Women in Science & Engineering Leadership Institute

4.  March 16, 2011 for a one day conference on STEM for All in Madison, WI.

5.  Girls’ performance and participation in math and science subjects in high school has improved over time and, in some cases, has surpassed that of boys  Girls’ participation and performance on high-stakes tests in math and science in high school are also improving over time, although boys perform better on average.  Despite the positive trends in high school, the transition from high school to college is a critical time for young women in STEM (science, technology, engineering, and mathematics).

6. In high school, both boys and girls are earning more credits in math and science over time, and girls earn more credits than boys do. Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates. Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES 2007-467) (Washington, DC: Government Printing Office).

7. Women are less likely than men are to declare a STEM major in college. Source: Commission on Professionals in Science and Technology. Data derived from Cooperative Institutional Research Program, Higher Education Research Institute, Graduate School of Education and Information Studies, University of California, Los Angeles, The American Freshman: National Norms for Fall 1990 through Fall 2006, www.gseis.ucla.edu/heri/heri.htm.

8. Women’s representation among STEM bachelor’s degree holders has improved over time but varies by field. Source: National Science Foundation, Division of Science Resources Statistics, 2008, Science and engineering degrees: 1966–2006 (Detailed Statistical Tables) (NSF 08-321) (Arlington, VA), Table 11, Author's analysis of Tables 34, 35, 38, & 39. Bachelor’s Degrees Earned by Women in Selected Fields, 1966–2006

9. Women’s representation in the STEM workforce is also uneven.

10. Source: U.S. Census Bureau, 1960, 1970, 1980, 1990, & 2000, Census of the population (Washington, DC). Women in Selected STEM Occupations, 1960–2000 Women are well represented among biological scientists but makeup a small minority of engineers.

11. Percentage of Employed STEM Professionals Who Are Women, Selected Professions, 2008 Source: U.S. Department of Labor, Bureau of Labor Statistics, 2009, Women in the labor force: A databook (Report 1018) (Washington, DC), Table 11.

12. 1.Girls’ achievements and interest in math and science are shaped by the environment around them 2.Negative stereotypes about girls’ and women’s abilities in math and science persist despite girls’ and women’s considerable gains in these areas in the last few decades. 3.Believing in the potential for intellectual growth, in and of itself, improves outcomes.

13. 4.One of the largest and most persistent gender gaps in cognitive skills is found in spatial skills, where boys consistently outperform girls 5.Bias, often unconscious, limits women’s progress in scientific and engineering fields 6.Females are “harder on themselves” in terms of assessing their abilities in math and science fields

14. 7. The climate of science and engineering departments at colleges and universities is especially important for women—both as students and faculty.  At colleges and universities, small changes can make a big difference in attracting and retaining women in STEM. (targeted recruitment; emphasize broad applications of content and careers early; warm up the chilly climate; etc.  STEM departments in colleges and universities should focus on improving female faculty job satisfaction through climate, policies that are family friendly, and mentoring for junior faculty. 8. Female double bind of nontraditional roles is in effect:  Women in “male” jobs are viewed as less competent than their male peers.  When women are clearly competent, they are often considered less “likable.”

15. www.stemequitypipeline.org

16. When girls and women are academically proficient, they are more likely to persist in choosing nontraditional careers. Teach students that ability is not innate and can be enlarged and expanded. (self efficacy) Intervene to revise student’s underestimation of abilities Provide informal learning STEM opportunities for girls Provide academic support in STEM to those with interest Teach visual spatial skills Incentivize AP and other learning opportunities

17. Fixed MindsetGrowth Mindset Intelligence is static.Intelligence can be developed. Leads to a desire to look smart and therefore a tendency to Leads to a desire to learn and therefore a tendency to avoid challengesembrace challenges give up easily due to obstacles persist despite obstacles see effort as fruitlesssee effort as path to mastery ignore useful feedback learn from criticism be threatened by others’ success be inspired by others’ success  Teach children that intellectual skills can be acquired.  Praise children for effort.  Highlight the struggle.  Gifted and talented programs should send the message that they value growth and learning.

18.  Participation and success in math, science, pre- engineering and technology courses, especially those taught in an equitable and “project-based/active” manner, increase the likelihood of women participating in nontraditional careers.  Kindle and sustain interest in math  Make (applied) mathematics and science a requirement  Provide conceptual and connected instructional opportunities outside the classroom  Invite, involve and educate parents and other caring adults

19.  The way in which curriculum is organized, sequenced, and prioritized may carry gender bias and prevent participation or completion of coursework leading to nontraditional careers. Essential elements of a bias-free curriculum include: relevancy, gender- inclusive images and text, (visibility) and project- based, contextual, active instructional practice.  Provide comprehensive professional development to teachers and counselors aimed at increasing inclusive and supportive but rigorous and relevant instruction  Foster and sustain interest, as well as skill, in STEM  Correct bias and add affirmation for diverse students in curricular and professional materials

20. Some research indicates that there are instructional methods, learning styles, and interest that can be characterized as distinctly female (Weber & Custer, 2005). As evidenced below, females prefer learning experiences which they help design, which are learner-centered and which involve them in a community.  Provide comprehensive professional development to teachers and counselors aimed at increasing inclusive and supportive but rigorous and relevant instruction  Foster and sustain interest, as well as skill, in STEM  Change biased instructional practices, see GESA ◦ www.graymil.org www.graymil.org

21. Teacher Expectations/ School and classroom culture that value educational equity and support success for diverse students lead to student’s interest, participation, achievement and completion of nontraditional courses and career pathways. The opposite is also true. Be proactive in meeting the intent of federal civil rights and state nondiscrimination laws and rules Periodically assess the school climate and take proactive steps to increase the well- being and inclusiveness of each student Hire staff that are gender and culture competent and responsive and provide ongoing professional support and development Strengthen school support services and student support systems Be encouraging and approachable Address stereotyping, bias, discrimination and injustice in class Increase self-advocacy and career planning skills Provide equal access both in instruction and time to equipment Require that students shift project roles over time.

22. Limited career awareness, exploration and preparation opportunities with no attention to the diverse career development needs of different groups of students leads to no, uniformed or gender biased career choices  Practice effective and contemporary career development activities and counseling.  Provide information about high-wage, high-skill jobs especially for girls  Educate career counselors, teachers and parents about changing the landscape of the workforce.  Make human, family, community and societal benefits of STEM known

23. Providing information about nontraditional careers at the ages in which young people are most open to considering a nontraditional career and prior to their excluding essential preparation will increase participation in nontraditional careers. Provide extensive career awareness and exploration prior to early adolescence Target math and science intervention programs at elementary and middle school students Females need direct instruction to connect their math and science skills to STEM and NTO careers Career Development needs to help students learn about themselves and careers beyond their current interests and in the context of their lives

24. Job satisfaction Family fit (family of origin and future family) Community contribution Occupational flexibility Career Information Incorrect view, information or perception of career Wage potential  Educate both genders about work/life balance  Educate about family friendly policies and benefits needed to balance parenting and work  Expand occupational choices  Multiple career and related assessments and experiences— ILP  Improve and extend career development and counseling  Career development for females needs to attend to self-efficacy issues  Teach negotiation and financial literacy to all students

25.  Young women were more likely than young men to: ◦ Place a high value on occupations that permitted flexibility and did not require them to be away from their family ◦ Value working with people ◦ Value jobs that required them to supervise other people

26.  Engineering is for people who LOVE BOTH math and science  Don’t know what engineering is  Don’t show an interest in the field nor do they think it is "for them.“ ◦ Less than 10% of the full sample of high school girls report being interested in becoming an engineer. ◦ Nearly 70% of the online survey sample actively disagree that they’re interested in the field.  WGBH Research study for Extraordinary Women Engineers Project www.engineeringwomen.org www.engineeringwomen.org ◦ Coalition of 55 engineering organizations and institutions ◦ Why academically-prepared girls are not choosing engineering?

27.  Teachers are overwhelmingly positive about engineering in the abstract, extolling the virtues of an engineering education and career.  However, when it comes down to their students, they believe that many—and especially females and minorities—cannot succeed in the engineering world.  Teachers were asked is majoring in engineering is more difficult than majoring in: ◦ English: 32.5% strongly agreed and 30.9% agreed ◦ Finance: 26.0% strongly agreed and 29.8% agreed ◦ Sociology: 35.5% strongly agreed and 31.4% agreed ◦ Biology: 13.0% strongly agreed and 25.7% agreed  ASEE Engineering in the K-12 Classroom www.engineeringk12.orgwww.engineeringk12.org

28. Characteristics and engagement of family of origin have a strong influence on career choice  Parents: lots of influence- Invite, involve, and educate parents.  Parents: more gender- stereotyping ◦ parents were more likely to believe that science was less interesting and more difficult for daughters than sons (Tenenbaum, H.R. & Leaper, C. 2003).  Mothers and Fathers ◦ Mothers’ beliefs about their adolescents’ abilities in math and science are shaped by gender stereotypes and are related to the development of their adolescent children’s self-perceptions of math ability (Bleeker & Jacobs).

29.  59% parents think an advanced degree beyond a college bachelor's degree is necessary to have a job in science and engineering  64% of parents were surprised to learn that seven in 10 Americans working in science or engineering today have a bachelor's degree or less education  88% parents say that now knowing seven in 10 Americans working in science or engineering today have a bachelor's degree or less makes them think science and engineering hold realistic job opportunities for their children  88% parents feel the S&E community needs to do a better job telling today's students about these job opportunities Bayer Parents Study www.bayerus.comwww.bayerus.com

30. Self-efficacy measures a person’s individual perception of his or her ability to achieve a certain goal; self-efficacy is greatly influenced by the social environment. When it comes to choosing a major or career choice, there tends to be a positive correlation between self- efficacy and choice for both males and females, divided along traditional occupational lines. (AWE, 2005).  Teach females to self- affirm and provide training on self-efficacy  Teach that intelligence is not innate, that persistent, incremental learning is all that is needed  Address the limited development of expressive traits in boys and instrumental traits in girls.  Utilize real life teaching strategies.  Assess and retrain attribution style.

31. ◦ Attribution Theory  Girls more likely to attribute success to external factors and failure to internal factors ◦ Stereotype Threat  Stereotype that girls are not as capable as boys in math affects their performance ◦ Locus of Control  When students feel they are in control of their lives and their futures they are more likely to select nontraditional options

32.  Young women are more likely than young men to have a lower opinion of their abilities in math and science and in their general intellectual abilities, even though young women had higher college GPAs than young men  Parents’ messages to daughters that undermine both their daughters' confidence in their math and science abilities and their interest in pursuing careers in these fields.  Michigan Study of Adolescent and Adult Life Transitions ◦ Jacquelynne Eccles, Senior Research Professor University of Michigan Institute for Social Research University of Michigan Institute for Research on Women and Gender

33. Both attribution and fixed traits can affect motivation and confidence to achieve in nontraditional careers.  Attribution Theory “what we attribute our achievements and failures to affects our motivation”  Fixed Traits refers to the belief that an attribute, for example intelligence, is determined at birth (Viadero, 2007).  Success due to things outside of myself  Failure due to myself  Success due to myself  Failure due to things outside myself

34. Achievement is positively influenced by the reduction in stereotype threat. Tips for Reducing Stereotype ThreatTips for Reducing Stereotype Threat, along with additional valuable information about stereotype threat at: www.reducingstereotypethr eat.org www.reducingstereotypethr eat.org Reduce Stereotype Threat  Reframing the task  Deemphasizing threatened social identities  Encouraging self-affirmation  Emphasizing high standards with assurances about capability for meeting them  Providing role models  Providing external attributions for difficulty  Emphasizing an incremental view of intelligence

35. Steele & Aronson (1995) ◦ When individuals feel that they might be judged in terms of a negative stereotype or that they might do something that would inadvertently confirm that stereotype. ◦ Affects women’s performance in math and sciences ◦ Affects intellectual performance of minority students  Stereotype Threat (Steele & Aronson, 1995) Recommendations ◦ Toni Schmader, Associate Professor of Psychology University of Arizona

36. Johns, Schmader, & Martens (2005) Psychological Science Steele & Aronson (1995) Journal of Personality and Social Psychology

37. Even people who consciously reject negative stereotypes about women in science can still hold those beliefs at an unconscious level. Take a test to learn about your unconscious bias at https://implicit.harvard.edu. https://implicit.harvard.edu Take steps to address your biases.

38.  Educators as ‘wise mentors’ ◦ Speak out against the stereotype ◦ Set high standards but assure students that they can meet them  Emphasizing skill and persistence over ability ◦ Highlight that learning is an incremental process  Fostering a sense of belonging ◦ Help students reappraise the meaning of adversity  Unveiling the effects of stereotype threat ◦ Point out that stereotypes are an external explanation for anxiety

39.  Support, such as supportive career- related role models and mentors, as well as other supportive services, aids participation and completion of education leading to nontraditional careers.  Ensure positive representative role models.  Showcase role models with good work/life balance.  Provide training and support for mentors and mentees.  Facilitate informal support groups.  Conduct nontraditional student “support: or “informal learning” groups and peer counseling  Strengthen support systems and eliminate barriers.

40.  The most effective messages used examples that contained multiple career motivators.  High school girls react positively to personal and informational stories that tell more about the engineering lifestyle.  They’re interested in learning how engineering aligns with their career motivators - enjoyable, good working environment, making a difference, income, and flexibility.  WGBH Research study for Extraordinary Women Engineers Project www.engineeringwomen.orgwww.engineeringwomen.org

41. Elementary Teachers and Counselors Middle School Teachers and Counselors High School Academic/CTE Teachers and Counselors Technology Education Teachers and Advisors Peers Business and Community Leaders Tech Prep and NTO Coordinators-Technical Colleges

42.  WCSCM-Local Program Model  Brochures/website/events  Manual and delivery of Student/Parent/ Counselor Educational and Career Conferences  Career exploration, development and Individual learning Plans  Program Advisory Committees  Curriculum for all students/ for targeted students  Evaluation and Accountability Activities ◦ Review disproportionate enrollment and achievement ◦ Pre-Post tests on impact of NTO and STEM activities ◦ Track interest in STEM careers

43. Comments Questions Appreciations

44. Why So Few? Women in Science, Technology, Engineering, and Mathematics To download the report www.aauw.org To contact the researchers aauw-research@aauw.org

45. www.stemequitypipeline.org Root Causes and Strategies http://02b47b1.netsolhost.com/foundation / page.php?55