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2015 - SRCD Biennial Meeting Words: 453 words || 
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1. Master, Allison., Moscatelli, Adriana., Cheryan, Sapna. and Meltzoff, Andrew. "Full STEM Ahead: Positive Experience with Technology Toys Increases Young Girls’ STEM Motivation" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2019-08-17 <http://citation.allacademic.com/meta/p959115_index.html>
Publication Type: Presentation
Abstract: The gender gap in STEM (science, technology, engineering, and math) remains a large and persistent problem, particularly in technological fields such as computer science. Research shows that in current American culture, young boys, even in early elementary school, are more likely to play with science-related games and toys, which can then boost boys’ motivation in STEM (Greenfield, 1997). One potential intervention that could level the playing field is to design new STEM-related programs, games, and toys that interest girls, thereby providing early and positive experiences with STEM disciplines. The current work investigated two interrelated issues: (a) How children’s gender stereotypes about robotics and programming compared to stereotypes about math and science ability; and (b) whether experience playing a specially designed robot-programming game would increase girls’ technology-related motivation, without dampening that of boys.

Participants were 96 6-year-old children (48 girls, 48 boys) randomly assigned to one of three groups—the “robot” experimental treatment group or two control groups. In the robot group, children spent 20 minutes playing a game in which they chose a “pet” robot and used a smartphone to program the robot to navigate an experimentally specified spatial path. The researcher demonstrated how to program the robot to navigate four spatial paths, and then children programmed the robot to navigate eight additional paths. In the “storytelling” control group, children spent 20 minutes playing a storytelling card game, to control for the experience of playing a game with this researcher. In the “baseline” control group, children did not play any games. We measured stereotypes about whether boys or girls are better at science, math, programming, and robots (on a scale from 1 – 4), and technology-related motivation (three items; on a scale from 1 – 6). Results showed that the two control conditions did not differ, so we collapsed for analyses.

Results showed that children (both girls and boys) reported significant stereotypes that boys were better than girls at programming, p < .02, and robots, p < .001, but there were no significant effects for science and math at this age (Figure 1). However, a 20-minute intervention significantly increased girls’ technology-related motivation, p < .001, d = 1.10 (Figure 2). The treatment did not further increase boys’ motivation, p = .14, d = 0.54, which was already near ceiling (Fig. 1).

These results suggest that, despite children entering the treatment procedure with strong stereotypes associating boys with robots and programming, providing positive experiences with technology to girls can increase their technology-related motivation. The discussion will focus on which particular elements of these experiences (e.g., collaboration) might most effectively foster girls’ STEM motivation, and the links and gaps between these basic science results and scaling up a larger-scale practical intervention to boost STEM interest in young girls.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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2. Hanson, Sandra. "STEM Experiences among Latinos and Asian Americans: Generational Change and Access to STEM" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <PDF>. 2019-08-17 <http://citation.allacademic.com/meta/p1119538_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This research uses data from the General Social Survey (GSS) and a conceptual framework that stresses generational processes in mobility systems. More specifically, the research explores generational differences in STEM (Science, Technology, Engineering, and Math) experiences among the two (currently) largest immigrant groups in the U.S. – Latinos and Asian Americans . Asian Americans and Latinos make up approximately 70% of current immigrants and about 50% of second generation Americans. Asian Americans recently passed Latinos as the large group of new immigrants to the U.S. Current immigration trends and birth rates suggest that most of the growth of the U.S. working-age population through 2050 will be made up of immigrants and their U.S. born children. Findings suggest no generational differences in attitudes about science. Differences do occur on STEM majors and occupations, especially in the Asian American sample. Unique processes and issues for second (and higher) generation Latinos and Asian Americans are discussed in the context of findings that when differences occur across generations it is first generation respondents who have higher access to STEM.

2016 - ASHE Annual Conference: Higher Education and the Public Good Words: 37 words || 
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3. Figueroa, Tanya., Wilkins, Ashlee., Hurtado, Sylvia. and White-Lewis, Damani. "Cultivating STEM Talent: Lessons from STEM pioneers and Exemplar Institutions" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 <Not Available>. 2019-08-17 <http://citation.allacademic.com/meta/p1160077_index.html>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: This study explores how STEM faculty, program directors, and administrators from exemplary institutions, and pioneers in the STEM disciplines, conceptualize and cultivate student talent. We also look at the institutional structures that support and coordinate these efforts.

2015 - Advocating for the Silenced: The Educators’ Vocation Pages: unavailable || Words: unavailable || 
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4. Shonia, Olga., De Lucia, Shirley., Sanders, Tobie., Creasap, Sally. and Smith, Teresa. "Global Education through Global Academy: Adding ‘I’ to ‘STEM’. Internationalization effort – a community partnership within STEM Initiative." Paper presented at the annual meeting of the Advocating for the Silenced: The Educators’ Vocation, Hyatt Regency Phoenix, Phoenix, AZ, Feb 13, 2015 Online <PDF>. 2019-08-17 <http://citation.allacademic.com/meta/p750367_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: The outcomes of an on-going collaboration will be discussed, and instructional resources based on the conducted workshops will be shared. Presenters will include University faculty as well as the School principal representing both sides of the partnership.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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5. Huling, Leslie. and Ortiz, Araceli. "Faculty Development Supporting STEM Education: The NASA STEM Educator Professional Development Collaborative" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2019-08-17 <http://citation.allacademic.com/meta/p1169966_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The interconnected global economy requires that STEM educators stay up-to-date on the latest developments in STEM content and in culturally relevant best pedagogical practices. This session features the many professional development opportunities and resources available to teacher educators through the NASA STEM Educator Professional Development Collaborative.

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