SciGirls Strategies: Gender Equitable Teaching Practices in Career and Technical Education Pathways for High School Girls

该项目将推进“面向学生和教师的创新技术体验”（ITEST）计划的工作，通过参与实地实践、实验室/项目创业任务和指导经验，更好地理解和促进提高学生在科学、技术、工程或数学（STEM）领域追求职业的动机和能力的实践。双城公共电视项目“高中女生职业和技术教育途径中的性别平等教学实践”旨在帮助职业和技术教育教育者和指导顾问招募和留住更多来自科学、技术、工程和数学（STEM）途径，特别是技术和工程领域不同背景的高中女生。该项目的目标是：1)增加高中女生，包括少数民族，在传统的男性stem途径中招募和保留的人数；2)加强职业和技术教育教育者、辅导员和榜样的教学和指导实践，采用性别平等和文化响应战略；3)研究策略和榜样经历对女生STEM职业兴趣的影响；4)评估这些策略对教育者、辅导员和榜样的培训效果；5)开发易于扩大规模的培训，以覆盖更大的受众。研究假设是，当教育工作者采用以研究为基础、性别平等和文化敏感的教学实践，并辅以女性STEM榜样时，女孩将发展出更积极的STEM身份和兴趣。明尼苏达州高中职业和技术教育课程的教学模块和基于媒体的在线资源将在双子城明尼阿波利斯和圣保罗开发，并在与社区大学和行业合作的地区进行试点。双城公共电视台将与来自圣保罗圣凯瑟琳大学、全国女孩合作组织、科罗拉多大学博尔德分校、明尼苏达州教育部和明尼苏达州州立学院和大学系统的STEM和性别平等研究人员合作。该项目将通过将公平策略融入STEM课堂内容和互补性辅导体验（包括现场和视频）来考察女孩的个人经历。它将探讨这些经历如何有助于女孩建立与stem相关的身份，以对抗基于性别的刻板印象。它还将确定女孩接触STEM女性榜样对她们的职业和技术教育学习以及STEM职业抱负的影响程度。该研究将采用并研究由参与研究的女孩制作和分享的短篇自传式视频，以深入了解她们在STEM课堂上的经历和榜样经历。让女孩能够响应职业和技术教育教育者和指导顾问引导她们走向技术和工程职业的方式，将为教育实践提供有价值的视角，并推动STEM教育领域的发展。

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by engaging in hands-on field experience, laboratory/project-based entrepreneurship tasks and mentorship experiences. Twin Cities Public Television project on Gender Equitable Teaching Practices in Career and Technical Education Pathways for High School Girls is designed to help career and technical education educators and guidance counselors recruit and retain more high school girls from diverse backgrounds in science, technology, engineering and math (STEM) pathways, specifically in technology and engineering. The project's goals are: 1) To increase the number of high school girls, including ethnic minorities, recruited and retained in traditionally male -STEM pathways; 2) To enhance the teaching and coaching practices of Career and Technical Education educators, counselors and role models with gender equitable and culturally responsive strategies; 3) To research the impacts of strategies and role model experiences on girls' interest in STEM careers; 4) To evaluate the effectiveness of training in these strategies for educators, counselors and role models; and 5) To develop training that can easily be scaled up to reach a much larger audience. The research hypothesis is that girls will develop more positive STEM identities and interests when their educators employ research-based, gender-equitable and culturally responsive teaching practices enhanced with female STEM role models. Instructional modules and media-based online resources for Minnesota high school Career and Technical Education programs will be developed in the Twin Cities of Minneapolis and St. Paul and piloted in districts with strong community college and industry partnerships. Twin Cities Public Television will partner with STEM and gender equity researchers from St. Catherine University in St. Paul, the National Girls Collaborative, the University of Colorado-Boulder (CU-Boulder), the Minnesota Department of Education and the Minnesota State Colleges and Universities System.The project will examine girls' personal experiences with equitable strategies embedded into classroom STEM content and complementary mentoring experiences, both live and video-based. It will explore how these experiences contribute to girls' STEM-related identity construction against gender-based stereotypes. It will also determine the extent girls' exposure to female STEM role models impact their Career and Technical Education studies and STEM career aspirations. The study will employ and examine short-form autobiographical videos created and shared by participating girls to gain insight into their STEM classroom and role model experiences. Empowering girls to respond to the ways their Career and Technical Education educators and guidance counselors guide them toward technology and engineering careers will provide a valuable perspective on educational practice and advance the STEM education field.