Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Dis: Science, Gender and After School: Creating a Research/Action Agenda

科学、数学、工程和技术性别平等方案：Dis：科学、性别和课后：创建一个研究/行动平台教育平等概念公司。(EEC)与美国科学促进会（AAAS）的人力资源和教育理事会合作，教育发展学院（AED）要求国家科学基金会性别平等方案在18个月内提供10万美元，用于一个传播项目，围绕在非正式的校外学习竞技场为女孩制定中小企业培训方案制定研究/行动议程。该项目的总体目标是利用课后方案作为一种手段，吸引和保持女孩对在小型和微型企业中接受教育和就业的兴趣。具体目标是：（1）召集一个多学科的研究人员和实践者小组召开工作会议;（2）制定研究/行动议程;（3）制定实施议程的行动计划;（4）向参与非正式教育和中小企业教育的研究人员、实践者、性别平等活动家、政策制定者和资助者散发会议记录。在这个关键时刻，以女孩为重点的研究至关重要，因为尽管小型和微型企业培训方案越来越多，但我们不知道哪些方案是有效的，哪些不是，特别是在吸引和支持女孩对小型和微型企业培训的兴趣方面。校外学习竞技场包括以社区和学校为基础的课后方案;夏令营和星期六/周末方案;博物馆方案;社区技术中心方案;学院/大学科学方案;在线科学俱乐部和竞赛;以及专门针对女孩的组织提供的方案。课外活动作为一个教育领域（而不是儿童看护或纯粹的娱乐）是一个新的和不断发展的领域。此外，我们正在迅速转向以技术为基础的经济，其中女性在劳动力中的比例越来越大。这次会议将利用一个基层的机会，制定一个研究/行动议程，并为制定没有性别和其他形式的偏见-传统上造成教育不平等的种族、族裔和残疾-的小型和微型企业方案提供信息。会议制定的议程将分发给广大研究人员、实践者、性别平等活动家、政策制定者和资助者。在这样做的过程中，会议将扩大对女孩和妇女参与中小企业教育的认识和信息;促进对这一问题的新思考;并作为研究和行动的跳板。将通过期刊、出版物、网站、邮件列表和专业协会会议进行讨论。

Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Dis: Science, Gender and After School: Creating a Research/Action AgendaEducational Equity Concepts, Inc. (EEC), in collaboration with the Directorate for Human Resources and Education at the American Association for the Advancementof Science (AAAS), and the Academy for Educational Development (AED) requests $100,000 over 18 months from the National Science Foundation Program for GenderEquity for a dissemination project to create a research/action agenda around SMETprogramming for girls in the informal, out-of-school learning arena. The overall goal of the project is to use after-school programming as a vehicle to both engage and sustain girls= interest in pursuing education and careers in SMET. Specific objectives are to: (1) bring together a multi-disciplinary group of researchers and practitioners in a working conference setting; (2) develop a research/action agenda; (3) develop an action plan to carry out the agenda; and (4) disseminate theconference proceedings to researchers, practitioners, gender equity activists, policy-makers, and funders who are involved in informal and SMET education. Research focusing on girls at this juncture is critical because although there are a growing number of SMET programs, we do not know which programs are effectiveand which are not, especially with regard to engaging and supporting girls interest in SMET. The out-of-school learning arena encompasses community and school-based after-school programs; summer camp and Saturday/weekend programs; museum programs; programs at community technology centers; college/university science programs; on-line science clubs and competitions; and programs offered by girl-specificorganizations. After-school as an educational field (rather than child-mindingor purely recreational) is both new and growing. Moreover, we are moving rapidly toward a technology-based economy where women are an increasing part of theworkforce. This conference will take advantage of a ground floor opportunity to create a research/action agenda and inform the development of SMET programsthat are free of gender and other forms of bias--race, ethnicity and disability that have traditionally contributed to educational inequality. The agenda created at the conference will be distributed to a broad audience of researchers, practitioners, gender equity activists, policy-makers, and funders. In doing so, the conference will extend awareness and information about the participation of girls and women in SMET education; catalyze new thinking onthe subject; and serve as a springboard for research and action. Disseminationwill take place via journals, publications, web sites, listservs, and professional association conferences.