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

Issue 1

121 pages

DOI: 10.1615/JWomenMinorScienEng.v9.i1

Issue price - $42.00

Molly H. Weinburgh
Texas Christian University; and College of Education, ECE, Georgia State University, Atlanta, GA 30303

The purpose of this study was to investigate the effectiveness of a National Science Foundation-funded Local Systemic Change grant on fifth grade, urban, African American students' attitudes toward science. Seven schools, representative of the district, were randomly selected to participate in the study. The modified Attitude Toward Science Inventory (mATSI), consisting of five attitudinal scales, was used to measure students' attitudes. Project records, school district records, and focus groups provided school-level data. Analyses of the mATSI data indicated a significant main effect for the program and for school but not for gender. A small overall difference in positive attitudes was seen for fifth grade students who experienced the science reform program compared to those who had not. The most important variable influencing attitudes toward science was the school in which the students were assigned. The seven schools varied greatly in the effectiveness of the science program. School characteristics were examined to try to explain the differences.

DOI: 10.1615/JWomenMinorScienEng.v9.i1.40 Download article, 20 pages

Article price - $35.00

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