Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2003, Volume9

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

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.

DOI: 10.1615/JWomenMinorScienEng.v9.i34.80 Download article, 16 pages

Article price - $35.00

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