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Improving Equity in STEM Education: ...

McGrath, Janet A.

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Improving Equity in STEM Education: Creating Inclusive Engineering Design-Based Experiences for Middle School Girls.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Equity in STEM Education: Creating Inclusive Engineering Design-Based Experiences for Middle School Girls./
Author:	McGrath, Janet A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	145 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145115
ISBN:	9798382734743

Improving Equity in STEM Education: Creating Inclusive Engineering Design-Based Experiences for Middle School Girls.
McGrath, Janet A.

Improving Equity in STEM Education: Creating Inclusive Engineering Design-Based Experiences for Middle School Girls. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 145 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2024.

This three-manuscript dissertation in practice used improvement science as the methodological approach of disciplined inquiry into a problem of practice -- the discrepancy of male and female participation in engineering design-based (EDB) courses and clubs in Starr School District. Manuscript 1 centered around diagnosing the problem and delved into research on creating EDB spaces and curricula that were more inclusive to females. Manuscript 2 described the implementation of an intervention using a Plan-Do-Study-Act cycle to test a theory of improvement. This mixed-method study analyzed the changes in engineering attitudes among female middle school students before and after an EDB intervention that included social aspects, peer mentors, and 3D printing. Girls (n = 22) and boys (n = 12) in the Peer Leader/ Buddy Program participated in a six-week in-school intervention where they used the engineering design process to make an end-of-the-year gift for their buddy. Participants (N = 34) took the S-STEM survey and engaged in semi-structured interviews (n = 4) before and after the intervention. Key findings included: An intervention with 3D printing, social interaction, and peer mentors improved engineering efficacy amongst middle school females; putting effort into making a prototype to express their relatedness to others was a positive experience for female students; participants showed a pattern of viewing engineers as someone who creates a product with a purpose. Manuscript 3 offered recommendations to enhance female attitudes toward engineering, including starting engineering education in elementary school, gearing engineering experiences toward the interest of females, and pushing EDB experiences into pre-existing groups.{A0}

ISBN: 9798382734743Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

3D printing

Improving Equity in STEM Education: Creating Inclusive Engineering Design-Based Experiences for Middle School Girls.
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520 $a This three-manuscript dissertation in practice used improvement science as the methodological approach of disciplined inquiry into a problem of practice -- the discrepancy of male and female participation in engineering design-based (EDB) courses and clubs in Starr School District. Manuscript 1 centered around diagnosing the problem and delved into research on creating EDB spaces and curricula that were more inclusive to females. Manuscript 2 described the implementation of an intervention using a Plan-Do-Study-Act cycle to test a theory of improvement. This mixed-method study analyzed the changes in engineering attitudes among female middle school students before and after an EDB intervention that included social aspects, peer mentors, and 3D printing. Girls (n = 22) and boys (n = 12) in the Peer Leader/ Buddy Program participated in a six-week in-school intervention where they used the engineering design process to make an end-of-the-year gift for their buddy. Participants (N = 34) took the S-STEM survey and engaged in semi-structured interviews (n = 4) before and after the intervention. Key findings included: An intervention with 3D printing, social interaction, and peer mentors improved engineering efficacy amongst middle school females; putting effort into making a prototype to express their relatedness to others was a positive experience for female students; participants showed a pattern of viewing engineers as someone who creates a product with a purpose. Manuscript 3 offered recommendations to enhance female attitudes toward engineering, including starting engineering education in elementary school, gearing engineering experiences toward the interest of females, and pushing EDB experiences into pre-existing groups.{A0}
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