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

9453112约翰逊 克兰布鲁克科学研究所和奥克兰大学的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受过性别公平培训的教师，并使性别公平的教学做法更加普遍。 它试图衡量科学俱乐部和其他非正式的科学经验的女孩作为改变课堂气氛的工具;它的目的是评估社区为基础的资源中心，以帮助维持对女孩的科学教育的支持的价值。 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，并在与将成为明天科学教师的职前大学生合作十多年的经验基础上。 这些学生尚未确立其课堂领导行为的模式，他们对年龄较小的学生的态度和教学实践仍然可以受到影响，以认识和消除对女孩的有意识/无意识歧视。 课堂性别偏见问题专家小组将担任性别公平行为的培训员，然后在课堂上加以应用和评估。 第二个重点是女孩的科学俱乐部，并建立在积累的证据表明，非正式的科学活动，女孩在课堂外的积极影响在学校的科学学习。 强化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生是否在科学和数学课上表现出更积极的行为，以及她们是否有助于改变课堂气氛。 受过训练的奥克兰大学职前学生和克兰布鲁克工作人员将领导女孩的科学俱乐部。 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。 应随时提供辅导援助、参考、讲习班、信息和材料，以帮助维持女孩、家长、教师和SEM（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. ***