ASSESSMENT OF GENDER DIFFERENCES ON RATINGS OF ENGINEERING LEARNING MODULES IN MIDDLE-SCHOOL YOUTH IN AN AFTER-SCHOOL SETTING

摘要

For both genders characteristics of effective STEM (Science, Technology, Engineering, and Math) after-school programs include opportunities for youth to build competencies, form bonds with peers and staff, and participate in program decisions. After-school program characteristics found to foster STEM interest and persistence of girls in particular across age, race and ethnic diversity include collaborative, hands-on activities, mentoring, parent and community support, emphasis on practical applications, and teaching of science or engineering in a more holistic and social context. In addition, programs for girls that combine hands-on activities, role models, mentoring, and career exploration have been shown to improve girls' self-confidence and interest in STEM courses and careers in particular. This paper presents statistical analyses of gender differences between youths' ratings of six engineering modules implemented in the Techtronics after-school program at Rogers Herr Middle School in Durham, North Carolina.