Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2004, Volume10

Issue 2

108 pages

DOI: 10.1615/JWomenMinorScienEng.v10.i2

Issue price - $42.00

Lucia Albino Gilbert
Office of the Executive Vice President and Provost, 1 University Station Stop G1000, Main 201, University of Texas, Austin, TX 78712

Melinda J. Bravo
University of Texas at Austin

Lisa K. Kearney
University of Texas at Austin

The authors report on a project conducted in 2 consecutive years at the same public middle school. The project was designed to challenge the view that technology is a male domain. In the main study, teachers partnered with researchers to implement an innovative educational intervention focused on disrupting gender stereotype—producing dynamics among students' peer groups. Participants were 151 seventh grade students and their teachers. The intervention was successful in bringing about hypothesized changes in girls' relation to technology. Girls in the treatment group reported greater interest in future computer and technology involvement than girls in the control group. In addition, girls in the intervention reported less endorsement of boys' computer expertise than girls in the control group. Although the intervention was designed for girls, overall, boys' reactions were quite positive.

DOI: 10.1615/JWomenMinorScienEng.v10.i2.50 Download article, 24 pages

Article price - $35.00

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