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ISSN: 1072-8325 Print
ISSN: 1940-431X Online
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DOI: 10.1615/JWomenMinorScienEng.v9.i34
Pages: 218
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DOI: 10.1615/JWomenMinorScienEng.v9.i34.80
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Article price - $35.00 |
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IMPROVING ELEMENTARY SCHOOL GIRLS’ ATTITUDES, PERCEPTIONS, AND ACHIEVEMENT IN SCIENCE AND MATHEMATICS: HINDSIGHTS AND NEW VISIONS OF THE SISTERS IN SCIENCE PROGRAM AS AN EQUITY REFORM MODEL
Greer M. Richardson
LaSalle University, Olney Hall 251, 1900 West Olney Avenue; and College of Education, Temple University, Philadelphia, PA 19141
Penny L. Hammrich
College of Education, Temple University, Philadelphia, PA 19122
Beverly D. Livingston
College of Education, Temple University, Philadelphia, PA 19122
ABSTRACT
This article reports on the student outcomes of the 3-year Sisters in Science program in its efforts to increase the achievement, attitudes, and perceptions of fourth and fifth grade girls in science and mathematics. Through a multifaceted, 2-year intervention cycle, students were exposed to gender-sensitive, constructivist, integrated mathematics and science instruction in school, after school, and during the summer months. Teachers and preservice teachers were trained in the delivery of this “prescribed” model of instruction. Science and science-related professionals mentored students as part of the after-school and Saturday academy programs. In addition, families were exposed to a variety of science- and mathematics-based experiences. Two cohort groups cycled through the program during its 3 years of implementation. The participants showed increases in achievement, perceptions, and attitudes. Limitations of the program design and implementation are noted. Implications for future science and mathematics reform are discussed.
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