Part I of The Sounds of Progress is a series of eight stories that examine groundbreaking research and the implementation of research-based practices throughout the U.S. designed to increase the role of young girls and women in science, technology, engineering and mathematics.

These stories are giving a public voice to researchers and allowing them to put a human face on gender-based research. They provide the people behind the scenes—girls, women, parents, educators, program directors, and others—with the opportunity to discuss their real-world experiences.

• The Great Research Challenge: Engaging Girls in Computing
  Learn how Dr. Lecia Barker, a researcher at the University of Colorado at Boulder, is working with a computer magnet program in the Denver public school system to find more effective ways to spark young girls’ interest in computer technology and recruit them for careers in the field. 

• Study of STEM Program for Improved Retention, Progression, and Graduation: Part 1 of 2
  Norfolk State University (NSU) created a scholarship program to encourage African American students to pursue degrees in STEM. African American women in the program appear to have higher graduation rates than their peers at other colleges and universities. The story follows researchers working to document the program's success and identify the factors that contribute to it.

 Student at Norfolk State University

• Study of STEM Program for Improved Retention, Progression, and Graduation: Part 2 of 2
  Researchers conducting a longitudinal study on the effectiveness of the STEM scholarship program at Norfolk State University have some results. Early research findings show that much of the program's success can be attributed to the attitude of program administrators and faculty who are determined to see students excel. Project researchers discuss the program's approaches to STEM education.

• Testing the Waters: The Young Women's Summer Institute Research Project
  Research suggests that the experiences girls have with science during their middle school years are the most critical in determining whether they choose a career path in science. The Young Women’s Summer Institute at Ohio State University was designed with this in mind. And ongoing research is helping program administrators fine tune the program design to keep girls engaged in science.

 Girls at Young Women's Summer Institute

• Prototypes as Gatekeepers: Consequences for Gender Participation in Computer Sciences
  According to a recent report by the National Science Foundation, only 25% of computer science bachelor degrees go to women, and the numbers continue to decline each year. Social psychologists at Stanford University in Palo Alto, CA are conducting research to find out why so few women choose careers in computer science and what can be done to reverse the trend.

• The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks
  Researchers at the University of Hawaii are examining the role that parents' language plays in young girls’ confidence in their mathematic abilities. Preliminary findings suggest there are differences in the ways mothers and fathers communicate with their children while working on mathematical tasks. The research team hopes to use the results to develop recommendations to help parents talk about math with their children in ways that encourage girls, in particular, to pursue education and careers in STEM.

Father and daughter participating in University of Hawaii research study

The Great Research Challenge: Engaging Girls in Computing
Dr. Lecia Barker is the director of the University of Colorado at Boulder’s Evaluation and Research Group at ATLAS, the Alliance for Teaching, Learning and Society Institute. The mission of ATLAS is to expand information technology training from kindergarten through college. Barker is also a Senior Research Scientist in the National Center for Women and Information Technology, which aims to reverse the absence of women in technology as well. To fulfill these goals, Dr. Barker has teamed up with the Computer Magnet Program at Denver Public Schools for her research. Together, they’re determining more effective ways to recruit girls for technology classes.

Shelley Schlender reports. (15:21)

*Additional information about the computer magnet program discussed in this story can be found at www.epictivity.computermagnet.com, www.digitalcurrents.computermagnet.com, www.computermagnet.com, and www.digitalcurrents.computermagnet.com. For information about ATLAS, visit www.colorado.edu/atlas and for the National Center for Women and Information Technology, visit www.ncwit.org.

*Featured in this story: Dr. Lecia Barker, Director, Alliance for Teaching, Learning and Society Institute at the University of Colorado at Boulder’s Evaluation and Research Group, and Senior Research Scientist, National Center for Women and Information Technology; Kevin Marlatt, Director, Denver Public School’s Computer Magnet Program; Dawn Catalano, Computer Magnet Counselor;  Research Team Members Chris Hovey, Sociologist, and Tim and Matt; Melina Sanchez, student; and Joanna Cabrera and Alia Gant, graduates.

A special thanks to composer Lynn Patrick, whose songs were featured in this story as follows: “California Zephyr,” “Snow Angels,” “10 Dolphins Dancing,” and “Dreaming You.” Find out more about Ms. Patrick's work at: www.lynnpatrick.com.

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Study of STEM Program for Improved Retention, Progression, and Graduation: Part 1 of 2
Norfolk State University (NSU) in Norfolk, Virginia created a scholarship program in 1985 designed to encourage African American students to pursue degrees in science and engineering. Dr. Arlene Maclin and others at NSU are conducting a longitudinal study to document the program’s success and to identify the factors that are contributing to it. According to Dr. Maclin, anecdotal evidence suggests that African American students, and women in particular, are more likely to receive advanced degrees through the NSU scholarship program than their peers at other colleges and universities.

Richard Paul reports. (12:06)

*Featured in this story: Dr. Arlene P. Maclin, Lead Researcher, Professor of Engineering, School of Science & Technology and Director, Center for Academic Excellence, Norfolk State University, Norfolk, Virginia; Dr. Camellia Moses Okpodu, Co-Researcher and Professor of Botany, NSU; Dr. Aliecia McClain, DNIMAS Program Director, NSU; Sandra DeLoach, Dean, School of Science and Technology, NSU; Gwen Lee-Thomas, Professor of Higher Education, Old Dominion University; Mary Beth Gassman, Professor, University of Pennsylvania; FBI Special Agent, William Jackson, Norfolk Field Office; Artesia Johnson, Pre-Med Biology Major, and Jessica Allen, NSU student.

Additional information about the Norfolk STate University scholarship program discussed in this story can be found at: :http://www.nsu.edu/schools/sciencetech/dnimas/.

 

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Study of STEM Program for Improved Retention, Progression, and Graduation: Part 2 of 2
Early findings show that much of the success of the Norfolk State University (NSU) scholarship program is attributed to the attitude of NSU program administrators and faculty who are determined to see students excel. They have also taken a “nurturing” approach to education, creating a “learning community” so students do not feel isolated, and are encouraged to cooperate rather than compete with one another. The study results may provide information that could be used to inform African American student recruitment and retention in other colleges and universities.

Richard Paul reports. (10:23)

*Featured in this story: Dr. Arlene P. Maclin, Lead Researcher, Professor of Engineering, School of Science & Technology and Director, Center for Academic Excellence, Norfolk State University, Norfolk, Virginia; Dr. Camellia Moses Okpodu, Co-Researcher and Professor of Botany, NSU; Dr. Aliecia McClain, DNIMAS Program Director, NSU; Sandra DeLoach, Dean, School of Science and Technology, NSU; Gwen Lee-Thomas, Professor of Higher Education, Old Dominion University; Mary Beth Gassman, Professor, University of Pennsylvania; FBI Special Agent, William Jackson, Norfolk Field Office; Artesia Johnson, Pre-Med Biology Major, and Jessica Allen, NSU student.

Additional information about the Norfolk STate University scholarship program discussed in this story can be found at: :http://www.nsu.edu/schools/sciencetech/dnimas/.

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Study of STEM Program for Improved Retention, Progression, and Graduation: Part 2 of 2
Early findings show that much of the success of the Norfolk State University (NSU) scholarship program is attributed to the attitude of NSU program administrators and faculty who are determined to see students excel. They have also taken a “nurturing” approach to education, creating a “learning community” so students do not feel isolated, and are encouraged to cooperate rather than compete with one another. The study results may provide information that could be used to inform African American student recruitment and retention in other colleges and universities.

Richard Paul reports. (10:23)

*Featured in this story: Dr. Arlene P. Maclin, Lead Researcher, Professor of Engineering, School of Science & Technology and Director, Center for Academic Excellence, Norfolk State University, Norfolk, Virginia; Dr. Camellia Moses Okpodu, Co-Researcher and Professor of Botany, NSU; Dr. Aliecia McClain, DNIMAS Program Director, NSU; Sandra DeLoach, Dean, School of Science and Technology, NSU; Gwen Lee-Thomas, Professor of Higher Education, Old Dominion University; Mary Beth Gassman, Professor, University of Pennsylvania; FBI Special Agent, William Jackson, Norfolk Field Office; Artesia Johnson, Pre-Med Biology Major, and Jessica Allen, NSU student.

Additional information about the Norfolk STate University scholarship program discussed in this story can be found at: http://www.nsu.edu/schools/sciencetech/dnimas/.

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Testing the Waters: The Young Women's Summer Institute Research Project
Since 1987, the Ohio Supercomputer Center at Ohio State University has hosted a summer workshop for high school students interested in the STEM fields. After noticing that fewer women were enrolling in the program, a team of Ohio State researchers began to look at other research on the participation of girls and women in science. Research indicated that many girls were making decisions in middle school leading them to choose non-science careers. Those research findings were used to design the Young Women’s Summer Institute (YWSI) for middle school girls at Ohio State more than seven years ago. Program administrators continue to fine tune the YWSI based findings from ongoing research, including feedback from participants and parents. Research results indicate that over 90% of the girls feel more confident about using technology. 87% of their parents feel their daughters have greater self-assurance in science and math classes.

Sandra Sleight-Brennan reports from Columbus, Ohio.   (14:35)

*Featured in this story: Dr. Steve Gordon, Lead Researcher, Young Women Summer Institute Study, and Director of Education Programs, Ohio Supercomputer Center, Ohio State University, Columbus; Paula Williams, Lead Teacher, YWSI; Holly Tucker, Ohio Environmental Protection Agency; Students - Erin Carroll, 13, Youngstown, Ohio, Robin Smith, 13, Columbus, Ohio and Graduates - Angela Black, 19 and Jean Wheasler, 19.

Additional information can be found at: http://www.osc.edu/education/ywsi.

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Prototypes as Gatekeepers: Consequences for Gender Participation in Computer Sciences
Research indicates that women are less likely to seek careers in computer science than almost any other area of the sciences.  Social psychologists at Stanford University in Palo Alto, CA are conducting research to find out why so few women choose careers in computer science and what can be done to reverse the trend. Dr. Sapna Cheryan has led the team of researchers at Stanford University for seven years. The study is complete and the results, which have not yet been published, are presented in this exclusive radio story. Dr. Cheryan discusses the impact that institutions’ and companies’ physical environments appear to have on women’s career decisions. The study findings show that a computer company’s physical environment sends signals to women that convey whether they are welcome. Researchers emphasize the need to educate professors and company executives about the simple changes they can make in their practices and environment to make women feel more welcome, and thus, attract more women to careers in computer science.

Reese Erlich reports from Stanford University in Palo Alto, CA. (13:49)

*Featured in this story: Dr. Sapna Cheryan, Principal Investigator and Assistant Professor of Psychology, University of Washington; Dr. Claude Steele, Professor of Psychology and Director, Center for Advanced Study in the Behavioral Sciences, Stanford University, Palo Alto, California; Dr. Sheri Sheppard, Professor of Mechanical Engineering, Stanford University; Stanford Students - Maya Gendelman, Senior, Ben Fong, Junior, and Chris Williams, Senior

For more information about Dr. Sapna Cheryan’s research, please visit: http://faculty.washington.edu/scheryan/research.htm and http://youtube.com/watch?v=5uYSJ-wCPh0&feature=related

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The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks
Research has found that parents perceive their children’s abilities in mathematics differently based on the child's gender. For example, in 2002, a study found that parents of 7-year old boys rated their children’s competence higher than did parents of 7-year old girls, regardless of the child's real ability. Dr. Olson leads a team of researchers at the Curriculum Development & Research Group at the University of Hawaii who are studying 100 parent-child teams to find out what role parents' language choices and communication styles plays in children's confidence in their mathematic abilities. The researcheres study the language parents use with their children while working on mathematical tasks. Preliminary findings presented in this radio story suggest that there are gender-related differences in the ways mothers and fathers interact with their sons and daughters. Dr. Olson's team will use the complete results to develop recommendations designed to help parents talk about math with their children in ways that encourage girls, in particular, to pursue education and careers in STEM.

Kayla Rosenfeld reports from Hawaii.  (15:17)

*Featured in this story: Co-Lead Researchers, Dr. Judith Olson and Dr. Milfried Olson, University of Hawaii’s Curriculum Research and Development Group, Honolulu, Oahu, Hawaii; Claire Okazaki, Research Team; Alice Taum, Lab School’s Program and Evaluation Section; Parent-Child Dyad Teams: She-Von Buan & Deborah Buan; Thiara Brunner & I Made Brunner

 

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