EPWG: Girls in Science: Museum, University, School and Community Connections

9453112克兰布鲁克科学研究所和奥克兰大学约翰逊相互关联的活动旨在帮助改变学校和大学的基础设施。该项目旨在培养新一代教师，使其成为性别公平的教师，并使性别公平的教学做法更加普遍。它寻求衡量女孩的科学俱乐部和其他非正式科学经验，以此作为改变课堂气氛的工具；它的目的是评估社区资源中心的价值，以帮助维持对女孩在科学教育中的支持。该项目建立在国家科学基金会资助的克兰布鲁克妇女和女孩示范项目的基础上，该项目通过非正式的科学活动解决了性别平等的基本问题，以及十多年与任职前的大学生合作的经验，这些大学生将成为未来的科学教师。这些学生还没有建立他们的课堂领导行为模式，他们对年轻学生的态度和教学实践仍然可以受到影响，以识别和消除对女孩的有意识/无意识的歧视。课堂性别偏见专家小组将作为性别公平行为的培训者，然后在课堂上应用和评估这种行为。第二个重点是女孩科学俱乐部，并建立在越来越多的证据的基础上，即女孩在课堂外的非正式科学活动有利于学校内的科学学习。密集评估是为了确定选择参加庞蒂亚克每周科学俱乐部的中学女孩是否在科学和数学课上表现出更积极的行为，以及她们是否对课堂气氛的改变做出了贡献。训练有素的奥克兰大学预科学生和克兰布鲁克的工作人员将领导女子科学俱乐部。第三个要素是通过克兰布鲁克的资源中心为女孩、教师和家长提供持续的支持。辅导援助、推荐信、讲习班、信息和材料应随时可用，以帮助维持女孩、家长、教师和中小学生(科学、工程和数学)专业人员之间的联系。***

9453112 Johnson Inter-connected activities of Cranbrook Institute of Science and Oakland University seek to help change the infrastructure of schools and the University. The project aims to create a new generation of teachers trained to be gender fair, and to make gender-fair teaching practices more pervasive. It seeks to measure science club and other informal science experiences for girls as vehicles for changing classroom climates; and it aims to assess the value of a community-based resource center to help sustain support for girls in science education. The project builds upon a NSF-funded Model Project for Women and Girls at Cranbrook, which has addressed basic issues of gender equity through informal science activities, as well as upon more than a decade of experience in collaborative work with pre-service university students who will be the science teachers of tomorrow. These students have not yet established their patterns of classroom leadership behavior, and their attitudes toward younger students and teaching practices can still be influenced to recognize and eliminate conscious/unconscious discrimination against girls. Teams of experts on classroom gender bias are to serve as trainers in gender-fair behavior, which is then to be applied and evaluated in classrooms. A second thrust focuses on girls' science clubs and builds upon accumulating evidence that informal science activities for girls outside the classroom favorably impacts in-school science learning. Intensive evaluation is to determine if middle school girls who choose to join weekly science clubs in Pontiac demonstrate more positive behaviors in their science and math classes, and if they contribute to changes in the classroom climates. Trained Oakland University pre-service students and Cranbrook staff will lead the girls' science clubs. The third element is to provide continuing support for girls, teachers, and parents, through a resource center at Cranbrook. Mentoring assistance, ref errals, workshops, information and materials are to be readily accessible to help sustain connections among girls, parents, teachers and SEMs (science, engineering and mathematics) professionals. ***