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Girls' Experiences with Gender-Inclusive Curriculum

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Girls' Experiences with Gender-Inclusive Curriculum Girls’ Experiences with Gender-Inclusive Curriculum: Effects on Perception, Confidence, and Belief in Ability to do Science Rashida Marshay Robinson Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2021 © 2021 Rashida Marshay Robinson All Rights Reserved ABSTRACT Girls’ Experiences with Gender-Inclusive Curriculum: Effects on Perception, Confidence, and Belief in Ability to do Science Rashida Marshay Robinson This study explores how an afterschool science program for girls that uses a curriculum written by female scientists/science educators and highlights the contributions of women in science, technology, engineering, and mathematics (STEM) fields affects girls’ perception of scientists, confidence in their science skills, belief in their ability to do science, and helps them construct a positive science identity. Using self-efficacy, identity, feminist, gender, and learning theories as theoretical frameworks, this study investigates how strengthening girls’ belief in their ability to do science and confidence in their science skills and content knowledge can increase girls’ curiosity and generate a sustained interest in science that may eventually lead to STEM degrees and careers later in life. By providing girls with hands-on science experiences that emphasize leadership, cooperative learning, critical thinking, and creativity, as well as female role models and stories of successful women in STEM fields, the study provides evidence of a successful intervention format that leads to a sustained interest in science both in and outside of school. Data were collected in this qualitative case study via a survey (with Likert scale and open-ended questions), an interview, and artifacts (student work), and analyzed using open and axial coding to look for themes in the data around participants’ changing perceptions of science and scientists, increasing confidence in their science skills and content knowledge, enhanced belief in their ability to do science, and positive identity construction. The results of this study provide information about how to format a successful after- school program with a curriculum and methodology that nurtures learning, and by proxy, generates greater achievement and participation in STEM among girls that could extend through secondary school and possibly into post-secondary education and career choices. HYPOTHESISters was an afterschool STEAM program for upper elementary-aged girls (4th and 5th grades) based in West Harlem. The program was conducted on twelve consecutive Saturdays, for two hours per session, in the fall of 2019 (September 21st through December 7th) at The Forum at Columbia University. The curriculum, developed by the primary researcher in conjunction with another educator (Trisha Barton), consisted of one 12-lesson outer space-themed unit. The program participants consisted of twenty girls - ten 4th grade girls and ten 5th grade girls, between the ages of eight and ten. Most of the participants reside in West Harlem or the surrounding area. Except for four girls who identify as Caucasian, most identify themselves as members of communities of color, with seven participants being Latina, eight being Black or African American, and one being Asian (from India). Table of Contents List of Tables…..…………………………………………………………………………………..vi List of Figures……………………………………………………………………………..………vii Dedication………………………………………………………………………………….…….viii Acknowledgements………………………………………………………………………………...ix Chapter I – INTRODUCTION.…………………………………………………………………...1 My Positionality…………………………………………………….……………………....1 Underrepresentation of Women in STEM………………………………………………….3 The Need for Gender-Inclusive Curriculum………………………………………………..6 The Role of Informal Science Education……...……………………………………………7 Purpose of the Study……………………………………………………………….………8 Research Questions……………………...…………….…………………………………..10 Organization of the Chapters……………….………….….………………………….…...11 Chapter II – LITERATURE REVIEW……………………………………………….……….….13 Elementary Science Education…………………………………………………………….13 Gender Differences in Science Education……………………………………..…………...15 STEM Self-Efficacy…………………...……………………………………………...……16 Gender Inequities in Science………………………...……………………………………..17 Addressing Gender Inequities in Science………………………………...…………..…….18 Classroom Curriculum and Pedagogy…………………….……….…………...…..19 Gender-Inclusive Science Curriculum………………………………….……...…..20 Science-Technology-Society (STS)……………………………………………..….21 Vicarious STEM Experiences………………….……………………………….....22 Interventions and Enrichment Programs………………………………...………..22 i Models of Extracurricular STEM Learning………………………………………..23 OST STEM Programs For Girls…………………………………………………..24 Effects of Informal STEM Learning………….............………………………….....25 Identity Formation…………………………………………………….…………………..27 Theoretical Frameworks……..……………………………………………………………27 Self-Efficacy………………………………………………………….………...….27 Feminist and Gender Theories of Learning………...……………………………...29 Identity Theory…………………………..………………...……………..………..34 Intermediary Chapter III – BACKGROUND INFORMATION…………………………….…...40 HYPOTHEkids………………………………………………………………………...…40 Pop-Up Events………………………………………………………………..…..40 High School Programs………………………………………………………...…..40 Middle School Program…………………………………………………………...41 Elementary School Programs……………………………………………………...42 HYPOTHESISters Curriculum………………………………………………………...….43 Chapter III – METHODOLOGY……………………………………………………….…….….47 Research Approach………………………………………………………………..………47 Qualitative Research……………………………...………….…………………….47 Setting and Participants……………………………………………………………………48 Setting ……………………………………………...……………………..……....48 Participants………………………………………………………………………..49 Participant Profiles…………………………………………………..………….....50 Trisha Barton, Co-teacher……………………………………………………....…56 HYPOTHESISters Program Structure……………………………………………..……...56 ii Data Collection Methods……………………………………………………...…………..58 Questionnaire………………………………………………….……………….…58 Interviews…………………………………………………..………….………….59 Videotaped Observations…………………………………………………………60 Collection of Artifacts………………………………………………………….…60 Data Analysis Methods………………………………………...…………………………..61 Open-Ended Survey Questions………………………………………………...….61 Likert-Scale Survey Questions………………………………..……………………63 Interviews………………………………………………………..………………..64 Video Recordings of Sessions……………………………………………………..67 Elements of Rigor…………………………………………...………………………...…..69 Reflexivity/Positionality…………………………………………………...…...….69 Triangulation…………………………………………….………………………..70 Challenges and Limitations……………………………………………….......……70 Chapter IV – FINDINGS……………………………………………..…………..…………...…72 Girls Experiences with Gender-Inclusive Curriculum……………………………………..72 Curriculum & Methodology: School Science vs. HYPOTHESISters’ Science……..72 Who Are Scientists and What Do They Do?……………………...…………………….....78 Picturing the Scientist, Drawing #1………………………………………………..80 Picturing the Scientist, Drawing #2…………………………………………….….83 Verbal Descriptions of Scientists………………………………………………….85 What is Science?..................................................................................................................................88 Views of Self as Scientist……………...………………………………………….………..89 Confidence and Perception of Science Skills/Ability…………………………...…89 iii Membership in the Science Community……………………..…………………….90 Doing Science in the Future…………………………………………….………....91 Chapter V – DISCUSSION OF MAJOR FINDINGS………………………...…...……………..95 Major Findings……………………………………………………………..……………...95 Including Women in Science Learning………………………………….…………97 Flexible and Supportive Learning Environment…………………………………...98 Expanded Perceptions of Who Can Be A Scientist and What Scientists Do………100 I Can Do Science……………………………………………………………...….103 Informal and Formal Science Education……………………………………...…..104 Creativity in Science…………………………………………………………...…107 Chapter VI – CONCLUSION, IMPLICATIONS & FUTURE RESEARCH………………..….109 Implications…………………………………………….………………………………..111 Implications for Young Girls’ View of Science and What Scientists Do……….…111 Implications for Who Girls Believe Can Be a Scientist ……………………..…....113 Implications for Girls’ Belief in Their Ability to Do Science…..……………….....114 Implications for Teaching Methodology and Classroom Environment…...…...….116 Implications for the Formation of Science Identity………...……………...……...118 Implications for Girls of Color………………………..…………………..….…..119 Implications for Science Education…………………………………………...….121 Implications for Teacher Education and Elementary Science…………………….125 Limitations………………………………………………………………………………126 Future Research………………………………………………………………………….128 REFERENCES……………………………………………………..…………………………...130 Appendix A – IRB Study Approval………………………………………………………..…......147 iv Appendix B – Parental Informed Consent……………………………………………………….148 Appendix C – Child Assent Form……...………………………………………………………...153 Appendix D – Recruitment Script……………………………………………………………......156 Appendix E – Informational Flyer…………………………………………….……………...….157 Appendix F – Curriculum Outline……………………………………………………………….159 Appendix G – Participant Questionnaire………………………………………………......…….161 Appendix H – Picturing the Scientist Activity………………………………………………....…164 Appendix I – Interview Protocol…………………………………..………………………..…....166 v LIST OF TABLES I3.1 Women Scientists, Areas of Study, and Related HYPOTHESISters Lessons….…………..45 3.1 Participants…………………………………………………….………………………….50 3.2 Research Questions & Data Collection
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