Expanding Your Horizons in Science and Mathematics TM:
A Hands-On Conference for Switching Middle School Girls on to Science
Judith M. Iriarte-Gross
Middle Tennessee State University
Department of Chemistry
Murfreesboro, Tennessee, USA 37132
"We cannot expect in the immediate future that all women who seek it will achieve full equality of opportunity. But if women are to start moving toward that goal, we must believe in ourselves or no one else will believe in us. We must match our aspirations with the competence, courage, and determination to succeed , and we must feel a personal responsibility to ease the path for those who come afterward. The world cannot afford the loss of the talents of half its people."
--Rosalyn Yalow, Nobel Prize Laureate in Medicine
"How do we develop and maintain interest in science among students?" I would like to propose an addition to the above question, "How do we develop and maintain interest in science among young (pre high school) female students?" Consider the following information:
Girls are not prohibited from taking science and math classes, and it is assumed that they have the same opportunities to learn as do the boys. Also research has shown that most girls are as talented as boys in science and math up to age twelve, but many girls experience a downward spiral in confidence and self-esteem at age twelve. They feel that they do not have ability in science and math and that is it not feminine to be "smart." Without the necessary science and mathematics prerequisites, it is impossible for women to enter and succeed in more than 30% of college majors.
Beginning with middle school (grades six to eight), large numbers of females are at risk for not studying math and science. There are many reasons why girls shun science and math. A primary reason has been shown to be a dramatic drop in self-esteem in middle school girls which is reflected in the apparent lack of ability in science and math. At this age, girls seem to be more concerned with their appearance and are more sensitive to peer pressure. Middle school girls tend to be more dependent on others for approval. Yet middle school girls are more competent in social skills. A study by the American Association of University Women states that girls are "shortchanged" in the classroom and especially in science and math classes. This research pointed out that boys dominated discussions, interrupted by calling out answers, and took the lead in many classroom activities. These lively actions by the boys caught the teacher's attention while the girls raised their hands and waited to be recognized. This behavior also leads to teachers calling on boys more frequently. And when asked questions, girls were not asked the challenging questions that boys were. In the classroom, girls learn to be patient, to be quiet and to be "invisible." In addition, studies have shown that boys are encouraged by their teachers to participate in more hands-on science projects. This again, provides the boys with feedback from the teacher. Girls also hesitate to get involved with hands-on projects which might involve them getting dirty and messy.
One study reports that 79% of all science demonstrations in which students were involved were conducted by boys. Attitudes toward hands-on projects in the classroom lead to more participation by boys in extracurricular science activities such as science fairs. Boys are usually given a free hand to experiment while girls are often shown how to do the work when they encounter problems. Boys like to take charge where girls prefer to work cooperatively. Sue Rosser comments, "While male students may thrive in competing to see who can finish first, females prefer and perform better in situations where everyone wins." Today, teamwork is a key part of technology which is a style that is very comfortable to women. Yet women are under represented in most science, math, engineering, and technology fields.
Parents influence their children. Girls are encouraged to be feminine, to not get dirty, to read, to be quiet, and play with dolls. Girls are interested in instrumentation and computers but boys use them more frequently. Computer games which challenge critical thinking skills are not targeted toward girls, though this trend is slowly changing. Studies show that boys receive more games and toys related to math and science than girls. Also girls are taught indirectly that certain careers are for girls and that certain careers are for boys. Most textbooks in use today briefly mention or omit achievements and contributions of women in science. Girls are not encouraged to take advanced science and math courses in high school. And as a result, girls do not enroll in the "hard" science and math classes in the same numbers as boys. Girls require direction at home and in the classroom. They need to be encouraged to pursue careers in science and technology. Yet as our world becomes more technology oriented, opportunities in science, math and engineering will grow rapidly. The numbers of qualified women in science, math and technology must be expanded for increased participation in the workforce to take place in a meaningful way. Girls MUST be included in science!
How DO we develop and maintain interest in science among young (pre high school) female students? We must first recognize the problems that discourage girls from studying and considering science as a career. Girls must be made aware of the benefits of a career in science and that science is not just for men. Girls need to be held to the same high expectations that are expected from boys in today's classroom. Girls must be given the direction and the opportunity to choose appropriate science and math courses in middle and high school.
"Local schools and communities must encourage and support girls studying science and mathematics by showcasing women role models in scientific and technological fields, disseminating career information, and offering hands-on experiences and work groups in science and math classes. Local schools should seek strong links with youth-serving organizations that have developed successful out-of-school programs for girls in mathematics and science."
-Shortchanging Girls, Shortchanging America
American Association of University Women
How are these messages being promoted to young female students, and what methods have been shown to be successful in promoting science and math to middle school girls? The most effective methods are mentoring by female role models, hands-on science, and single-sex science and math classes. Expanding Your Horizons in Science and Mathematics TM conferences provide hands-on workshops for girls only, presented by successful women with careers in science, mathematics, engineering, and technology.
Lucy Sells defined mathematics as a "critical filter" for technology-based careers that offer applications to "real life" concerns or problems and also command high salaries. In 1974, concern about the lack of female participation in math courses provided the catalyst for the Math/Science Network. The Math/Science Network, msneyh@ella.mills.edu, is a nonprofit organization that promotes the advancement of science and mathematics for all but with a specific focus on females. "Our major goal is to increase the participation, retention, and advancement of girls and women in mathematics, science, and technology." The Math/Science Network develops, implements, and coordinates programs that address the following concerns:
The Math/Science Network has specifically addressed and continues to address the needs of sixth to twelfth grade girls with one-day Expanding Your Horizons in Science and Mathematics TM (EYH TM) conferences. EYH TM has served more than 430,000 young women from 1976 to 1997. The Math/Science Network provides start-up materials and advice for local conferences. Each EYH TM conference is unique because the volunteers at the local level design their conference to meet the needs of the girls and their parents and teachers in their community. This also allows local EYH TM conference organizers to best use the resources to which they have access. In fact, EYH TM is the largest science and math conference that is run by volunteers in the United States!
The need for a conference such as EYH TM in middle Tennessee was demonstrated by a successful symposium, "Formula for Success: Math and Science Careers for Girls" sponsored by Middle Tennessee State University and the Girl Scout Council of Cumberland Valley in September 1996. The excitement of the girls and adults who participated provided the necessary spark to bring an EYH TM conference to Middle Tennessee State University, http://www.mtsu.edu/~eyh. As a six-year veteran of EYH TM workshops and planning committees in North Texas, I coordinated the first EYH TM conference with the American Association of University Women, Murfreesboro Branch, the Girl Scout Council of Cumberland Valley, and with faculty, staff, and administrators of Middle Tennessee State University. My co-chair was Joyce Lavery, Program Director of the Girl Scout Council of Cumberland Valley. The planning and organization of the first EYH TM took approximately ten months. The committee met monthly for the first eight months then every other week during the two months before the date of our first conference.
The first EYH TM conference at Middle Tennessee State University was held on October 25, 1997, a Saturday. We served 300 girls and 100 parents and teachers. For many of the girls, it was their first introduction to a university campus. The middle Tennessee area includes metropolitan Nashville, Rutherford County where Middle Tennessee State University is located at the geographic center of the state, and 36 surrounding counties which are primarily rural. We followed the typical EYH TM conference format: registration, keynote address, two morning workshops, lunch, two afternoon workshops, and closing. Separate parents and teachers sessions were also offered.
Registration forms were sent to local school districts and were distributed through the Girl Scout Council of Cumberland Valley. A small registration fee was charged for both girls and adults to cover the cost of lunch and supplies. Both the Girl Scout Council of Cumberland Valley and the American Association of University Women, Murfreesboro Branch, sponsored scholarships for girls who needed financial help. We did receive a Community Action grant for start-up funding from the Educational Foundation of the American Association of University Women. The Girl Scout Council of Cumberland Valley played a major role in obtaining funds from local companies to subsidize lunch and tee shirts for the girls.
Each participant received a packet of information at registration. This information was provided by many different organizations. The Math/Science Network provides each year, student packet material that can be copied and distributed to each girl at each registered EYH TM site. Girls can read about how to choose a career based on their likes and dislikes. Activities that involve math and science such as "Build a Paper Tower" and "Eat It Up!" are also provided by the Math/Science Network. Other materials are provided by the local planning committee and professional organizations such as the American Chemical Society (ACS). The ACS Public Outreach Office has provided us with Wonder Science magazines, pencils, stickers, and chemistry career booklets and many other "goodies." We have also received plastic tote bags from the National Chemistry Week Office of the ACS. From other organizations and sources, we have included flyers about biology careers and short bibliographies of famous women scientists. Materials are included about the Girl Scouts organization and Middle Tennessee State University, our host. My favorite handout is titled: "Dropping Math? Say Goodbye to 82 Careers." And we made sure to include a notepad for the girls to take notes and to write down the phone numbers of new friends.
EYH TM keynote speakers are professional women who encourage the participants to consider their options in science and math careers, and to understand the importance of taking science and math classes now instead of remedial classes in college. Our first keynote speaker, Dr. Rhea Seddon, NASA astronaut and Vanderbilt Medical Group Assistant Chief Medical Officer, opened the conference. Dr. Seddon is a Murfreesboro native who attended the same schools that many of the participants are attending now. She provided the girls with the message that young women from middle Tennessee can do science and math and even travel in outer space. Her talk, "Adventures in Space" illustrated her work as a physician and as an astronaut. At our next conference, October 31, 998, our keynote for speaker is Dr. Stephanie Bailey, Executive Director of the Nashville Metropolitan Public Health Department.
The main focus of any EYH TM conference is to provide girls with mentoring by female role models, hands-on science, and single-sex science and math workshops. At our first EYH TM conference, the girls attended four workshops throughout the day. On the registration form, girls were asked to pick two choices from a list of four areas. These four areas were Health Sciences, Science, Math and Computers, and Extra. Health Science workshops included "Train Your Brain" (neuroscience), "Let's Get Physical" (physical therapy), and "Open Wide"(dentistry). Science workshops included "Ooze, Goo and Slime" (polymer chemistry), "Whodunit?" (forensic science), and "Talkin' Trash" (environmental science). Girls could attend "Building Your Future" (architecture), "Computer Chatter" (computer science) or "How to Make a Million" (financial planning and management) under the Math and Computers heading. Under the title, Extra, girls could participate in "Flying High" (aviation), "Puppy Dog Tails"(veterinary medicine), and "Can You Dig It?"(archeology). Girls, based on their choices were assigned to a group which rotated to four workshops throughout the day. At least one of the four workshops for that group would be a "first" or "second" choice for each girl. Each group consisted of 10 to 15 girls. Group leaders, Middle Tennessee State University undergraduates, supervised the girls and made sure that they were in the right place at the right time.
Each forty-five minute workshop was presented by one or more women with active careers in their field. The role-model designed the workshop to introduce the girls to the field, to allow question and answer time, and to have the girls participate in a hands-on activity. We encouraged the workshop presenter to minimize the traditional lecture format and to get the girls involved in a field related activity. Hands-on activities such as molding teeth, designing a hospital, and listening to a dog's heart demonstrated to the girls that they can do science and math related jobs. The brief contact with a specific field by attending an EYH TM workshop gave the girls an opportunity to experience a career that they might consider. It also gave them sufficient background to dismiss a career. One popular workshop was "The Eyes Have It." Girls learned about anatomy and physiology careers and the hands-on activity was dissecting a cow's eyeball. I found a colleague's daughter sitting in the hall outside of the lab where this workshop was being held. She was slightly green and moaned, "Dr. Gross, I know now that I am NOT a biologist!". EYH TM provides girls with the opportunity to make enlightened career choices.
A workshop that I have developed and continue to use for EYH TM conferences is "Ooze, Goo, and Slime," which is about materials chemistry. First I ask the girls if they would know that I was a scientist if they saw me at the mall. All of the girls said no. We spend a few minutes discussing scientists, who they are, what they do, and what they look like. Physical appearance is very important with this age group and most of the girls imagine the stereotypical images of scientists in labs, white coats, wild hair, nerdy goggles with bubbling and smelly test tubes. I proceed to talk about my career as a materials chemist. I answer questions such as: "How many years were you in school?", "Are you married?", "How much money do you make?", "What kind of jobs can you get with a chemistry degree?", and "Why do you like chemistry?". I show them various materials such as different types of plastics, memory metal, magnets, and superconductors. We dissolve polystyrene packing peanuts in acetone and starch packing peanuts in water, and we discuss the environmental impact of these two materials. The highlight of the workshop is the final hands-on activity, the making of Slime. The girls first take a Slime oath, promising not to Slime each other or workshop leaders. The girls are delighted that they can pour the two solutions together, add food coloring, mix, and play with the Slime. Hands turn all colors of the rainbow but the girls do not look on this as unfeminine. Plastic zip-lock bags are provided to transport the Slime. However, the girls leave the workshop with gooey Slime dripping from their hands and exciting chatter about materials chemistry!
The "girls only" workshops (parents and teachers were not allowed to participate) gave them the confidence to get right in the middle of the activity instead of hanging back and wondering what Mom, Dad, or Teacher is thinking about. An additional benefit of the "girls only" workshops is the direct interaction with professional women role models. The girls discover that women in science, math, and technology are easy to talk with, are excited about their field, and have a family life too. The girls also get to meet other girls their age with similar interests in science and mathematics. And for many of the girls attending the conference, this is their first visit to a college campus.
Due to the large number of girls that we served, lunch was held in two shifts. The girls were thrilled to eat at a Middle Tennessee State University dorm cafeteria! In fact, the food received a rating of 3.9 out of five which was higher than the rating for our keynote speaker! The lunch received many "cool" comments which, as I understand it, is the highest commendation for this age group.
A "Science Magic Show" was presented to the group not eating lunch with chemistry and physics undergraduates of Middle Tennessee State University presenting several demonstrations. These demonstrations provided our undergraduates with a chance to show off their knowledge outside the classroom. The audience was captivated by the colors and sounds of the show.
Because many parents and teachers asked for information to help their daughters and female students excel in science and math, we offered parents and teachers workshops. In the morning, they heard a gender equity panel discussion which was based on several studies by the American Association of University Women. Some of the information presented during this panel discussion was "new" to many of the parents and teachers attending this conference. One panel member expressed surprise at the "hunger" of the adults for information. Following the panel discussion, a much needed and asked for workshop was presented on financial aid for college even though the girls are presently in middle school. In the afternoon, parents and teachers were able to choose from a variety of workshops on topics ranging from using the Internet and computer software to "Women in Science" and "Helping Your Daughter Succeed in Math and Science." The importance of science and math and the role these disciplines play in the future career choices of their daughters was the ongoing theme of the parents and teachers sessions. Both the parents and teachers attending the conference were generally pleased with the format and the materials presented. One major snag that did occur was that the parents did not want to let their daughters go off alone on a "college campus" even though we had undergraduate student group leaders to supervise the young girls. Some parents and teachers also wanted to attend the girls' workshops instead of those for parents and teachers. We did not allow this because we wanted the girls to have the freedom to interact in their workshops without parents and teachers looking on.
The EYH TM conference ended with a closing session. We asked all participants: girls, parents, teachers, and volunteers, to complete an evaluation. We used the evaluations to help us smooth out rough spots and to continue with the highlights for our second EYH TM conference. The evaluations also pointed out the importance of hands-on activities. Workshops such as materials chemistry where Slime was made or operating the flight simulator received higher ratings than those workshops where videos were shown or lectures presented. Our evaluations agreed with the current findings that positive hands-on experiences DO switch students on to science. At the closing, we briefly summarized the variety of options available to the girls IF they take science and math courses NOW. The closing session was the time for the awarding of prizes such as calculators, computer software, science and math books, and tickets to science museums, zoos, and aquariums. We discovered that our community is very interested in the future of our young women by their donations of time, prizes, and scholarships.
Our first EYH TM illustrated the needs of young women for mentioning by female role models who are active in science and math careers, hands-on activities, and single-sex science and math workshops. The responses of the young women clearly indicated these needs. Some of the comments received from the evaluations for our first conference were:
Expanding Your Horizons in Science and Mathematics TM at Middle Tennessee State University was a success. The interactions with positive women role models, the hands-on activities, and the single sex workshops appear to be instrumental in stimulating interest in science and math. The comments of the participants and the request for a second EYH TM conference indicated that we have a vehicle that can switch middle school girls on to science and mathematics. Since 1991, I have been involved with Expanding Your Horizons in Science and Mathematics TM Conferences. Before attending an EYH TM conference, girls have said, "I'm not smart enough for math," "Women don't do that kind of work," and "Someone like me can't do that." After attending an EYH TM conference, the excitement among the girls is electrifying. "It was awesome," "I hope to see you when I am in college," and "I really enjoyed working with chemicals, " are examples of comments that I received after my materials chemistry workshop. Girls are returning to EYH TM conferences throughout middle school and then volunteering to help at the conference when they are in high school. Expanding Your Horizons in Science and Mathematics TM Conferences are providing girls with the power that they need to make informed choices, to interact with mentors, and to succeed in science and mathematics.
Acknowledgments
Our first EYH TM was successful because of the hard work and dedication of the Advisory Board members, the American Association of University Women, Murfreesboro Branch, the Girl Scout Council of Cumberland Valley, and the faculty, staff, administrators, and students of Middle Tennessee State University. I also must acknowledge the assistance of Middle Tennessee State University with facilities, multimedia support and public relations. We received start-up funds from the American Association of University Women Educational Foundation and additional funding assistance from the Girl Scout Council of Cumberland Valley. Our workshop presenters "made" our conference. A special thanks goes to undergraduate students, Allen Bailey, Melanie McDaniel, Freneka Minter, Jessica Shamblin, and Natalie Tate, and to my husband, Charles Gross, a veteran EYH TM volunteer.
Bibliography
1997-1998 Expanding Your Horizons in Science and Mathematics TM Organizational Packet Materials, The Math/Science Network
American Association of University Women (1996). "Girls in the Middle: Working to Succeed in Middle School."
American Association of University Women (1995). "Growing Smart: What's Working for Girls in School." Executive Summary and Action Guide.
American Association of University Women (1991). "Shortchanging Girls, Shortchanging America."
Association for Women in Science (1995). "A Hand Up. Women Mentoring Women in Science." Washington, D.C.: AWIS.
Brennan, M. (1997). C&E News, 9/22/97, 10.
Gaddy, C. D. and Babco, E. L. (1996). AWIS Magazine, 25, 23.
Orenstein, P. (1994). "Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap." New York: Doubleday.
Morse, S. (1995). AAUW Outlook, 88, 16.
Rosser, S. V. (1993). The Journal of General Education, 42, 191.
Shuler, S. (1996). AWIS Magazine, 25, 31.
Copyright © 1998 by Dr. Judith M.
Iriarte-Gross
Web Page assembled by Chas. E. Gross