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Confirming the legitimacy of female participation in science, technology, engineering and mathematics (STEM): evaluation of a UK STEM initiative for girls

Watermeyer, Richard 2012. Confirming the legitimacy of female participation in science, technology, engineering and mathematics (STEM): evaluation of a UK STEM initiative for girls. British Journal of Sociology of Education 33 (5) , pp. 679-700. 10.1080/01425692.2012.678751

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Abstract

This paper offers a study of a Saturday science-activity club for young secondary school aged girls, in Cardiff, UK. It provides a critical analysis of interactions between group participants and their mentors in building an equitable and experiential learning zone for the promotion of science, technology, engineering and mathematics (STEM) as subject and occupational choices. This study explores how science outreach programmes for young women represent a form of gender re-education, reconfiguring and redefining gender identities in science. We consider how an informal, experiential learning programme scaffolds female learners in discovering the confidence to negotiate multiple iterations of STEM, and in developing an ability to celebrate gender difference and the multiple roles of women to science.

Item Type: Article
Status: Published
Schools: Centre for Economic and Social Aspects of Genomics (CESAGen)
Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > Q Science (General)
Uncontrolled Keywords: science; technology; engineering and mathematics interventions; gendered inequality; experiential/hands-on/object-based learning; learner efficac ; role-models; engagement
Publisher: Routledge
ISSN: 0142-5692
Last Modified: 19 Mar 2016 23:19
URI: http://orca.cf.ac.uk/id/eprint/46998

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