PGE/LCP: Girls in the System (Sustaining Youth in Science, Technology, Engineering & Mathematics)

系统中的女孩（支持科学、技术、工程和数学方面的青年）项目总结。亚利桑那大学的五个系和萨瓦罗女童子军理事会建立了一个合作伙伴关系，创建了一个为期三年的项目，以改善3-8年级女孩的科学、技术、工程和数学（STEM）教育，特别是墨西哥裔美国人、美国原住民和亚利桑那州南部经济贫困的女孩。该伙伴关系将两个在女童和少数民族以及STEM教育工作者方面具有丰富经验的群体联系起来，代表了这一目标人群非正规教育和正规教育的重要联系。它采用了一种整体模式，将教育系统与其更广泛的社会背景联系起来。该项目以研究和过去的努力为基础，在三个重要方面：强调家庭和社区的联系；联合大学教育工作者、在职教师、职前教师和女童子军领袖；1)课后和暑期项目旨在激发和培养女孩使用探究方法的兴趣，以增强她们对STEM的理解。这些活动将在萨瓦罗女童子军理事会设立的地点举行。虽然课后课程将专门为女孩开设，但混合性别设置将纳入暑期课程，使所有参与者，包括青年和教育工作者，都能在性别平等的背景下互动受益。这两个项目都将吸引青少年参与具有挑战性的实践活动，支持并扩展他们利用科学调查工具解决问题的能力，以及他们对事物如何运作的天然好奇心。在职和职前教师（正式教育者）、女童子军部队领导人（非正式教育者）将共同促进课后和暑期项目。2)为正规和非正规教育工作者提供专业发展讲习班。这将为参与者提供创新教育资源的工作机会，这些资源将增加参与者对STEM的知识，并为他们与青少年的工作提供指导思想。这些讲习班将促进这些教育工作者群体之间的合作和指导关系。他们还将关注STEM的公平性问题、替代教学法的使用以及家庭、学校和职业之间的教育桥梁。3)为父母和其他家庭成员举办的讲习班将有助于加强他们作为子女特别是女儿教育的合法伙伴的作用。工作坊将积极吸引家庭成员参与STEM活动，并向他们介绍支持孩子学业准备的方法。此外，讨论和职业小组报告将告知家长在STEM中取得成功的长期影响和好处，以及少数族裔儿童在参与STEM时经常面临的制度和社会障碍。4)领导力发展机会将提供给成年参与者，使他们能够在扩大项目影响方面发挥领导作用。小额赠款和公平实习将使她们能够开展学习小组、母女STEM活动以及向其他感兴趣的社区团体进行演讲等活动。5)通过项目评估创建的研究将增加墨西哥裔美国人和美洲原住民女孩STEM教育的稀疏知识库。

Girls in the SYSTEM (Sustaining Youth in Science, Technology, Engineering & Mathematics)A. Project Summary. Five departments of the University of Arizona and the Sahuaro Girl Scout Council have forged a partnership to create a three-year project to improve science, technology, engineering and mathematics (STEM) education for girls in grades 3-8, especially Mexican American, Native American and economically underprivileged girls in southern Arizona. The partnership connects two groups with significant experience working with girls and minorities as well as with educators in STEM and represents a crucial linking of informal and formal education for this target population. It adopts a holistic model connecting the educational system with its broader social context. The project builds on research and past efforts in three significant ways: by emphasizing home and community connections; by uniting university educators, inservice teachers, preservice teachers, and Girls Scout troop leaders; and by linking the following program components:1) After-School and Summer Programs are designed to stimulate and nurture girls' interests in using methods of inquiry to enhance their understandings of STEM. They will take place at sites established by the Sahuaro Girl Scout Council. While after-school programs will be for girls exclusively, mixed gender settings will be incorporated into summer programs to allow all participants, youth and educators, to benefit from interacting in a gender equitable context. Both programs will engage youth in the use of challenging, hands-on activities that support and expand their abilities to solve problems using the tools of scientific investigation and their natural curiosity about how things work. Inservice and preservice teachers (formal educators), Girls Scout troop leaders (informal educators) will facilitate the after-school and summer programs collaboratively.2) Professional Development Workshops will be offered for formal and informal educators. These will provide opportunities for work with innovative educational resources that will increase participants' knowledge of STEM and provide instructional ideas for their work with youth. The workshops will foster collaboration and promote mentoring relationships between these groups of educators. They will also focus on issues of equity in STEM, on uses of alternative pedagogies, and on educational bridges between home, school and careers.3) Workshops for Parents and other family members will serve to strengthen their roles as legitimate partners in the education of their children, especially of their daughters. The workshops will actively engage family members in STEM activities and apprise them of ways of supporting the academic preparation of their children. In addition, discussions and career panel presentations will inform parents of the long-term implications and benefits of succeeding in STEM and of the institutional and societal obstacles that minority children often face in participating in STEM.4) Leadership Development Opportunities will be offered to adult participants to allow them to take leadership in extending the project's impact. Mini-grants and equity internships will enable them to develop activities such as study groups, mother-daughter STEM events, and presentations to other interested community groups.5) Research created by means of the project evaluation will add to the sparse knowledge base on STEM education with Mexican American and Native American girls.