Attracting Females to Science Careers: How Well Do Special Initiatives Work?

Autor/inn/en	Madill, Helen M.; Montgomerie, T. Craig; Armour, Margaret-Ann; Fitzsimmons, George W.; Stewin, Leonard L.; Tovell, Dorothy R.
Institution	Alberta Univ., Edmonton.
Titel	Attracting Females to Science Careers: How Well Do Special Initiatives Work?
Quelle	(1997), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Employed Women; Females; Foreign Countries; Grade 11; High Schools; Science Careers; Science Education; Self Concept; Student Attitudes; Student Surveys; Summer Science Programs; Values; Womens Education; Canada + Suchen Sie Ihr Suchwort? 'Female employment; Women''s employment'; Frauenbeschäftigung; Weibliches Geschlecht; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Naturwissenschaftliche Bildung; Selbstkonzept; Schülerverhalten; Schülerbefragung; Wertbegriff; 'Women''s education'; Frauenbildung; Kanada
Abstract	Although there is considerable anecdotal evidence concerning the success of a large number of programs for women in science in Canada, no well-controlled studies had been conducted. This publication reports on results from an outcome evaluation of the Women in Scholarship, Engineering, Science and Technology (WISEST) Summer Research Program for Grade 11 students at the University of Alberta. A longitudinal design involved following three cohort groups over three years--a group that participated in the WISEST summer program, a second group of WISEST applicants who participated in a one-day science career workshop, and a control cohort. Telephone surveys and inventories were used to track participants after completion of their programs. Surveys assessed choice of field, level of readiness to make career decisions, career interest, and values. Findings indicate that the value of the WISEST program rests in participants being able to confirm or reject their selection of science as their field after a short, meaningful experience on campus. Traditional course offerings (full-time study that requires daytime, on-campus attendance) are now more likely to hamper students' progress. Balancing work and study roles under these conditions was reported to be extremely difficult. (PVD)
Anmerkungen	WISEST Office, University of Alberta, 252 Athabasca Hall, Edmonton AB T6G 2E8, Alberta, Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC