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Journal of Women and Minorities in Science and Engineering

Publicou 6 edições por ano

ISSN Imprimir: 1072-8325

ISSN On-line: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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BRIDGING DIFFERENCES: HOW SOCIAL RELATIONSHIPS AND RACIAL DIVERSITY MATTER IN A GIRLS' TECHNOLOGY PROGRAM

Volume 11, Edição 3, 2005, pp. 231-246
DOI: 10.1615/JWomenMinorScienEng.v11.i3.20
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RESUMO

In this article, we explore an understudied dimension of girls' single-sex education: how social relationships and racial diversity impact the educational environment for girls, and how teachers may best address these concerns. Findings are presented from a 3-year qualitative study of girls' experiences in a single-sex technology program. Girls valued the all-girls aspect of the programs, and friendships formed the foundation of their social experiences. Girls' friendship groups influenced their experiences and eventually their success in the after school technology programs. When friendship groups were observed to be racially homogeneous, they created challenges for including and supporting a racially diverse student membership. Our responses to the challenges that cultural differences and tensions present are outlined, along with recommendations for helping girls bridge these differences.

CITADO POR
  1. Werner Linda, Denning Jill, Pair Programming in Middle School, Journal of Research on Technology in Education, 42, 1, 2009. Crossref

  2. Lee Ahlam, Determining the effects of computer science education at the secondary level on STEM major choices in postsecondary institutions in the United States, Computers & Education, 88, 2015. Crossref

  3. Almjeld Jen, Not Your Mother’s Tech Camp: Rebooting Girls’ Technology Camps to Equip the Next Generation of Technofeminists, Computers and Composition, 51, 2019. Crossref

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