For more information
Lisa Bievenue, bievenue@ncsa.uiuc.edu
As mathematics and science are identified as being important to economic growth and progress in our technologically based society, people with those skills will be more likely to attain positions of power and influence. Thus it is critical that all students improve their understanding of mathematical and scientific concepts. It is a fact, however, that far fewer women than men pursue careers in science and mathematics.
Gender differences in attitudes toward science and mathematics--influenced by societal stereotypes--begin to emerge in the late elementary school years and tend to continue throughout adolescence. Achievement test scores among young women in science and mathematics often remain on par with male counterparts until 8th or 9th grade, but eventually fall below the average for males. Since social pressure against being "good" in mathematics and science is at its strongest during the middle school years, we must reach them in early adolescence to improve their self-confidence and attitudes toward advanced science and mathematics.
The Illinois-based GEMS (Girls in Engineering, Mathematics, and Science) program is a collaborative effort between school and business to encourage girls' interests and competencies in science, mathematics and technology. In an attempt to thwart changes in attitude toward science and mathematics, the GEMS program establishes a support network of mentors and peers for girls from 6th grade through high school. Initial GEMS partners include the Champaign and Urbana School Districts; NCSA; University of Illinois' (UIUC) College of Engineering; the UIUC College of Agricultural, Consumer, and Environmental Science;, Motorola;, the U.S. Army Construction Engineering Research Laboratory; the Illinois Natural History Survey; the U.S. Geological Survey;, and Christie Clinic.
The GEMS project begins in sixth grade with an after-school program to help girls improve their self-esteem, self-confidence, and attitudes toward science and mathematics. In the seventh grade, girls visit community sites to observe the application of scientific and technological literacy skills in a variety of settings. Together, they speak with technicians, scientists, researchers, and developers who relate how they use their skills and problem-solving approaches in their work. The girls also participate in related hands-on experiences and maintain a reflective journal of activities.
Eighth grade girls are paired with peers and with female role models who act as the girls' mentors. Each pair of girls is on-site at their mentor's lab or office one morning per month throughout the semester. The girls assist their mentors with lab equipment and tools and use the computer for data collection and communication. At the end of the semester, they prepare a final research report to share with parents, teachers, and their mentors.
Although a high school GEMS component has not yet been implemented, there are plans to establish an after school program to allow students to explore and apply science and math principles from the classroom to the real world away from the school environment. Mentors will also tutor the girls to help them focus their academic studies in these science and math. After-school activities for freshman and sophomores will act as a gateway to summer internship programs for juniors and seniors. There are also plans for these girls to assist in the middle school program via email or in person, and with parent assistance.
Parents are an integral part of this program. They have opportunities to meet during the school year to learn how to encourage their daughters, discuss issues of gender equity, and hear guest speakers. Information on career options, scholarships, internships, and workshop/camp opportunities are investigated and shared. This information helps parents become aware of the importance of their encouragement and participation in the girls' activities.
A summer program for teachers, also an indispensable part of GEMS, will soon be offered for university credit. This extramural course will provide teachers with hands-on experience in labs in the community, encourage them to expand their science curriculum to include information about women in the field, and offer gender equity workshops for middle and high school teachers.
