Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2008, Volume14

Issue 1

117 pages

DOI: 10.1615/JWomenMinorScienEng.v14.i1

Issue price - $63.00

Phyllis Leary Newbill
Department of Learning Sciences and Technologies, Virginia Tech

Katherine Sears Cennamo
Department of Learning Sciences and Technologies, Virginia Tech

One of the ways to plug the "leaking pipeline" of women scientists is to use the classroom to improve women's and girls' attitudes toward science. Considerable research has been done on women's and girls' reasons for choosing science, theories of attitudes and attitude change, instructional design for attitude change, and instructional design for women. Those bodies of literature are examined to distill the critical components for designing instruction to improve women's and girls' attitudes toward science. Three major themes are identified in the literature examined: the value of emotion, the positive effects of role models, and the need to address attitude functions. From conclusions based on the three themes, 15 specific instructional guidelines are presented and illustrated with an example of how these guidelines were incorporated in a Web-based science lesson.

DOI: 10.1615/JWomenMinorScienEng.v14.i1.30 Download article, 49-65 pages

Article price - $35.00

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