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Perspectives of Best Practices for Learning Gender-Inclusive Science: Influences of Extracurricular Science for Gifted Girls and Electrical Engineering for Women.
Peer reviewed Peer reviewed
Wood, Shaunda L. – Journal of Women and Minorities in Science and Engineering, 2002
Explores the perceptions of gifted girls with regard to how the family, home, and school environments influenced their choices to take extracurricular science classes. Uses qualitative and quantitative methods to measure girls' attitudes toward science. Specifically addresses gender differences of gifted girls and women in engineering. (Contains…
Descriptors: Engineering, Extracurricular Activities, Females, Gifted
Key Barriers for Academic Institutions Seeking To Retain Female Scientists and Engineers: Family-Unfriendly Policies, Low Numbers, Stereotypes, and Harassment.
Peer reviewed Peer reviewed
Rosser, Sue V.; Lane, Eliesh O'Neil – Journal of Women and Minorities in Science and Engineering, 2002
Evaluates survey responses from almost (n=400) Professional Opportunities for Women in Research and Education (POWRE) awardees from fiscal years 1997-2000 to elucidate problems and opportunities identified by female scientists and engineers. (Contains 25 references.) (Author/YDS)
Descriptors: Career Choice, Engineering, Equal Education, Females
Science Career Interests among High School Girls One Year after Participation in a Summer Science Program.
Peer reviewed Peer reviewed
Phillips, Katherine A.; Barrow, Lloyd H.; Chandrasekhar, Meera – Journal of Women and Minorities in Science and Engineering, 2002
Introduces a residential summer program, the New Experiences for Women in Science and Technology (Newton) Academy, which was developed to encourage high school girls' interest in the physical sciences and engineering. Reports the results of a follow-up evaluative study of the 1998 Newton Academy participants one year after participation. (Contains…
Descriptors: Career Choice, Engineering, Females, High Schools