Science
Innovate to Mitigate: A Crowdsourced Carbon Challenge
Modeling Hydrologic Systems in Elementary Science (MoHSES)
EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science
Language-Rich Inquiry Science with English Language Learners (LISELL)
Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP)
QuEST: Quality Elementary Science Teaching
Partnership Building as a Broadening-Participation Strategy: Helping Researchers and Developers Bridge the Gaps in STEM Education
This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in STEM fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.
This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in STEM fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.
Broadening Participation — Making STEM Learning Relevant and Rigorous for All Students
This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
Threatened by Stereotype: An investigation of the effect of stereotype threat on female and minority students’ STEM learning in the context of a computer intervention
Huang, K., Cotten, S. R., & Ball, C. (2015). Threatened by Stereotype: An investigation of the effect of stereotype threat on female and minority students’ STEM learning in the context of a computer intervention. Proceedings of the iConference 2015.
To contribute to the growing field of STEM education, we examined the presence of stereotype threat for
female and African American students during a large-scale computing intervention. Namely, this paper
examines whether gender and race have an effect on students’ self-perceived technology efficacy,
technology anxiety, STEM attitude, and college expectations. In total, 1,085 student survey responses
were analyzed in order to better understand the effects of stereotype threat on females’ and minorities’
STEM learning. The results suggest that gender was a consistent determinant of STEM attitude and
technology efficacy. Furthermore, race was found to be a predictor of technology anxiety. In regards to
college expectations, gender and race were not predictors. Instead, STEM attitude and self-efficacy were
found to be positively associated with students’ expectations to attend college.