P"her"ceptions of Females' Mathematics and Science Abilities in Single-Gender Versus Coeducational STEM Classes

• In Event: Perceptions and Identities in Learning Environments

Abstract

The underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) fields is concerning for researchers looking for methods to close the gap. For this study, students’ perceptions of their abilities in mathematics and science were examined after participation in a week-long STEM summer camp. The students participated in one of three learning environments: female only, male only, or co-educational. The results indicated females in the co-educational setting had higher perceptions of their abilities than the female only group after the week-long summer camp. Therefore, it is believed the informal learning environment and implementation of STEM PBLs during the camp influenced students’ perceptions of their abilities in science and mathematics rather than the single-gender or co-educational learning environments.

Authors

• Katherine Nicole Vela, Utah State University

• Cassidy Caldwell, Texas A&M University - College Station

• Robert M. Capraro, Texas A&M University - College Station

• Sabrina Rodriguez, Texas A&M University - College Station

• Erica Lohmann, Texas A&M University - College Station