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What will I be from A to Z
It's never too early for children to wonder, \"What will I be when I grow up?\" Written to inspire the next generations of diverse dreamers, What Will I Be from A to Z empowers children to envision themselves in a variety of STEM fields, from astronauts to zoologists. With simple, rhyming text and colorful illustrations, the dream team behind A Steminist Force invited every child to dream big and follow their passions.
CHILDBOOK
Mathematics for Engineers and Technologists
This book is carefully designed to be used on a wide range of introductory courses at first degree and HND level in the U.K., with content matched to a variety of first year degree modules from IEng and other BSc Engineering and Technology courses.
eBook
Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics
The pattern of gender differences in math and verbal ability may result in females having a wider choice of careers, in both science, technology, engineering, and mathematics (STEM) and non-STEM fields, compared with males. The current study tested whether individuals with high math and high verbal ability in 12th grade were more or less likely to choose STEM occupations than those with high math and moderate verbal ability. The 1,490 subjects participated in two waves of a national longitudinal study; one wave was when the subjects were in 12th grade, and the other was when they were 33 years old. Results revealed that mathematically capable individuals who also had high verbal skills were less likely to pursue STEM careers than were individuals who had high math skills but moderate verbal skills. One notable finding was that the group with high math and high verbal ability included more females than males.
Journal Article
Classroom observation and mathematics education research
Classroom observations have become an integral part of research related to mathematics education. In this qualitative study, we describe the current state of the mathematics education field with regard to the use of classroom observation. The research question was:
How is classroom observation being used to measure instructional quality in mathematics education research
? In all, 114 peer-reviewed manuscripts published between 2000 and 2015 that involved classroom observation as part of an empirical study were examined using a cross-comparative methodology. Seventy (61%) did not use a formalized classroom observation protocol (COP), 21 (18%) developed their own COP, and 23 (20%) used a previously developed COP. Of the implemented COPs, 44% have published validity evidence in a peer-reviewed journal. We perceive the great variety of research approaches for classroom observation as necessary and potentially challenging in moving mathematics education forward with respect to research on instructional contexts.
Journal Article
The growing importance of social skills in the labor market
The labor market increasingly rewards social skills. Between 1980 and 2012, jobs requiring high levels of social interaction grew by nearly 12 percentage points as a share of the U.S. labor force. Math-intensive but less social jobs—including many STEM occupations—shrank by 3.3 percentage points over the same period. Employment and wage growth were particularly strong for jobs requiring high levels of both math skill and social skills. To understand these patterns, I develop a model of team production where workers “trade tasks” to exploit their comparative advantage. In the model, social skills reduce coordination costs, allowing workers to specialize and work together more efficiently. The model generates predictions about sorting and the relative returns to skill across occupations, which I investigate using data from the NLSY79 and the NLSY97. Using a comparable set of skill measures and covariates across survey waves, I find that the labor market return to social skills was much greater in the 2000s than in the mid-1980s and 1990s.
Journal Article
THE ALLOCATION OF TALENT AND U.S. ECONOMIC GROWTH
In 1960, 94 percent of doctors and lawyers were white men. By 2010, the fraction was just 62 percent. Similar changes in other highly-skilled occupations have occurred throughout the U.S. economy during the last 50 years. Given that the innate talent for these professions is unlikely to have changed differently across groups, the change in the occupational distribution since 1960 suggests that a substantial pool of innately talented women and black men in 1960 were not pursuing their comparative advantage. We examine the effect on aggregate productivity of the convergence in the occupational distribution between 1960 and 2010 through the prism of a Roy model. Across our various specifications, between 20% and 40% of growth in aggregate market output per person can be explained by the improved allocation of talent.
Journal Article
Professional role confidence and gendered persistence in engineering
\"Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence -- individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession -- and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2007.
Journal Article
Seeking Congruity Between Goals and Roles: A New Look at Why Women Opt Out of Science, Technology, Engineering, and Mathematics Careers
Although women have nearly attained equality with men in several formerly male-dominated fields, they remain underrepresented in the fields of science, technology, engineering, and mathematics (STEM). We argue that one important reason for this discrepancy is that STEM careers are perceived as less likely than careers in other fields to fulfill communal goals (e.g., working with or helping other people). Such perceptions might disproportionately affect women's career decisions, because women tend to endorse communal goals more than men. As predicted, we found that STEM careers, relative to other careers, were perceived to impede communal goals. Moreover, communal-goal endorsement negatively predicted interest in STEM careers, even when controlling for past experience and self-efficacy in science and mathematics. Understanding how communal goals influence people's interest in STEM fields thus provides a new perspective on the issue of women's representation in STEM careers.
Journal Article
Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution
This study examined the demographic, pre-college, environmental, and college factors that impact students' interests in and decisions to earn a science, technology, engineering, or mathematics (STEM) degree among students attending a Hispanic Serving Institution (HSI). Results indicated that Hispanic students were well represented among STEM majors, and students' decisions to declare a STEM major and earn a STEM degree were uniquely influenced by students' gender, ethnicity, SAT math score, and high school percentile. Earning a STEM degree was related to students' first-semester GPA and enrollment in mathematics and science \"gatekeeper\" courses. Findings indicate that HSIs may be an important point of access for students in STEM fields and may also provide opportunity for more equitable outcomes for Hispanic students.
Journal Article
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008-2009 through 2015-2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school districts; some districts have more male-favoring gaps and some more female-favoring gaps. Math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult income, education, and occupations; however, we do not find strong associations in ELA.
Journal Article