Research-informed practices for inclusive science, technology, engineering, and math (stem) classrooms: Strategies for educators to close the gender gap

Helena Isabel Scutt, Shannon Katherine Gilmartin, Sheri Sheppard, Samantha Brunhaver

Research output: Contribution to conferencePaper

15 Scopus citations

Abstract

The underrepresentation and attrition of women students in science, technology, engineering, and math (STEM) fields is a widely acknowledged, complex problem for which solutions will be multi-faceted. However, while a large body of research examines factors that influence girls' and women's experiences in these fields, many STEM educators at the K-12 level may be unfamiliar with the most recent research on gender's relation to STEM classes. This paper aims to bridge research to practice by identifying strategies for educators as they work to capture students' interest in STEM and retain students who are already interested. Seven "key practices" for creating gender-inclusive STEM classrooms were identified through a comprehensive literature review of social science research in gender and education. This research indicates, moreover, that the benefits of most practices can be broadened to all STEM students. The paper begins with an overview of the conceptual and methodological approach to the literature review process, and then presents and discusses the seven practices and supporting research. We then turn to recommending implementation strategies for educators to make courses more inclusive. The strategies are followed by a brief outline of suggested directions for future research.

Original languageEnglish (US)
StatePublished - Sep 24 2013
Externally publishedYes
Event120th ASEE Annual Conference and Exposition - Atlanta, GA, United States
Duration: Jun 23 2013Jun 26 2013

Other

Other120th ASEE Annual Conference and Exposition
CountryUnited States
CityAtlanta, GA
Period6/23/136/26/13

ASJC Scopus subject areas

  • Engineering(all)

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    Scutt, H. I., Gilmartin, S. K., Sheppard, S., & Brunhaver, S. (2013). Research-informed practices for inclusive science, technology, engineering, and math (stem) classrooms: Strategies for educators to close the gender gap. Paper presented at 120th ASEE Annual Conference and Exposition, Atlanta, GA, United States.