Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2001, Volume7

Issue 4

84 pages

Issue price - $42.00

Jo Sanders
Washington Research Institute, 150 Nickerson Street, Suite 305, Seattle, WA 98109

Patricia B. Campbell
Campbell-Kibler Associates, Inc.

This article describes a national project concerning gender equity in teacher education in mathematics, science, and technology. Using a model of external mentors and on-site teams, the Teacher Education Mentor Project worked with seven universities to facilitate the inclusion of gender equity in individual college courses and in college of education programs, policies, and practices. In the study, professors’ course syllabi from 1996 were compared to their end-of-project 1999 syllabi. Their 1996 and 1999 written statements on gender equity in their classes were also compared. Ongoing professor and mentor interviews were conducted, as were site visits. The results indicated greater degrees of institutional change and self-reported individual change than changes in syllabi. Reasons for the mixed results and lessons learned are discussed.

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