Abstract
This study examined how an informal science educator-elementary school teacher partnership based on a coordination relationship (Weiland & Akerson, 2013) operated in the development and implementation of a STEM (Science, Technology, Engineering and Mathematics) Club for girls. A case study methodology was used to understand how the informal science educator-elementary school teacher partnership functioned in the context of the STEM Club. Images of scientists and engineers drawn by the girls before and after participation in the STEM Club were written artifacts used to assess the girls’ perceptions of scientists and engineers. The girls maintained the traditional images of scientists that they brought to the Club, modified, however, to include more female images after participation in STEM Club. The girls’ perceptions of engineers changed dramatically from non-existent or mechanics/ repairmen to realistic images of engineers, including female images, involved in design, laboratory investigation and testing activities. The percentage of female images drawn by the girls increased by 30% and 42% for scientist images and engineer images, respectively.
Highlights
This study examined how an informal science educator-elementary school teacher partnership based on a coordination relationship (Weiland & Akerson, 2013) operated in the development and implementation of a STEM (Science, Technology, Engineering and Mathematics) Club for girls
Following the approach taken by Weiland & Akerson (2013), the present study used a case study approach to explore how the informal science educator-elementary school teacher partnership and the gifted fifth grade girls interacted in the classroom based STEM Club
The informal science educator (ISE) and the elementary school teacher (EST) identified three items as hallmarks of a successful STEM Club: 1) learning STEM by doing, (2) making STEM learning fun, and (3) connecting STEM learning to real life experiences (NSTA, 2011a, 2011b; 2010)
Summary
The stereotypical image of the scientist as white and male remains largely unaltered. Despite efforts by educators and the STEM (Science, Technology, Engineering and Mathematics) community to change girls’ identities in science (Scantlebury, Tal, & Rahm, 2007) and to increase participation of females and ethnic minorities in STEM careers, the STEM workforce likewise remains predominantly white and male (Rawson & McCool, 2014). A recent study by Walls (2012) of African-American 3rd graders validated this 30 year old finding that children formulate their views of scientists by the lower elementary school grades. They identified a “need to provide more positive, inspiring images of the work of scientists and engineers if children are to be encouraged to consider these career options” (Silver & Rushton, 2008b: p. 66)
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