Abstract
Statement of Problem: A gender gap exists in the educational experiences that girls receive at all levels of education and this discrimination extends into their experiences in the work force. Although women make up 50% of the world population and more than 50% of the college educated graduates, they make up only 29% of the science and engineering work force. Educational pedagogy and curriculum must be addressed. There is a lack of implementation of gender supportive pedagogy and curricular specific educational material that provide girls with positive role models, particularly in STEM disciplines. This study assesses the impact of a female STEM role model curriculum in addressing the gender gap. Sources of Data: Research was conducted with participants who attended a middle school in California. The grade seven students, both female and male participated in the study during their science class. Data was collected from the control and experimental group in the form of a survey questionnaire using a Likert scale. Both quantitative and qualitative findings were analyzed. The data collected the participants’ opinions on their self-efficacy, interest, and connection to science and their desire to pursue a STEM career. The data also included students’ responses on their beliefs about female intelligence and competence in STEM. Conclusions Reached: Quantitative findings indicated that there was no statistically significant change from pre-test to post-test for the experimental group who received the female STEM role model curriculum. Statistical analysis of initial opinions indicated that many of the students’ opinions were initially affirmative leaving little room for significant change. However, analysis of the qualitative data lead to the conclusion that the female STEM role model curriculum resulted in a positive impact on girls’ self confidence in science, their interest and connection to science and an increase in the number of girls considering a STEM career. Both male and female participants indicated in their written responses that they believed that girls and boys had equal intelligence in science and that women contributed positively to STEM.