Girls' STEM and STEM Self-Efficacy

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

The purpose of this study was to examine the influence of participating in a STEM Academy (STEMA) on girls’ mathematics, science, engineering, and technology self-efficacy and STEM attitudes. Twenty-eight sixth grade girls participating in a STEMA were individually matched with sixth grade girls not participating in a STEMA. Both groups were administered the Student Attitudes toward STEM (S-STEM)-Middle and High School survey and the STEMA group also participated in focus groups. Findings indicated that the STEMA program did positively influence girls’ mathematics and science self-efficacy, and their perceptions toward STEM.

Authors

• Betty T. George, University of Houston- Clear Lake

• Sandy White Watson, University of Louisiana at Monroe

• Michelle L. Peters, University of Houston - Clear Lake