An Overview of Current After School - OST STEM Programs for Girls

Authors

  • Zeynep Gecu-Parmaksiz Ontario Tech University
  • Janette Hughes Ontario Tech University
  • Tess Butler-Ulrich Ontario Tech University

DOI:

https://doi.org/10.51357/jdll.v1i1.150

Keywords:

Keywords: gender inequality, out of school time programs, social learning, STEM education, STEM programming

Abstract

Historically, there has been a gender gap within the STEM pipeline, resulting in the underrepresentation of women in STEM fields. Current efforts, both within and outside of educational institutions, have been developed to target girls’ specific needs with the aim of supporting girls' interest and engagement in STEM. The following paper examines the social and cultural factors that perpetuate the gender gap in STEM. It also provides a review and critique of six existing Canadian Out of School Time (OST) STEM programs and the principles used in their development and implementation. Conclusions from this review suggest that OST programs, when developed using best practices, may play a crucial role in encouraging girls to pursue a STEM career. Four primary best practices include: social and collaborative learning, topics related to girls' interests, development of STEM identity, and length of the program (for example, programs done over a longer period of time are generally more effective than programs completed over a shorter duration). Although the COVID-19 pandemic has caused some of these programs to migrate online, these four promising practices transcend face-to-face versus online boundaries. As a result, programs should continue to follow these pedagogical approaches to foster girls' interests in STEM.

Keywords: gender inequality, out of school time programs, social learning, STEM education, STEM programming

Author Biographies

Zeynep Gecu-Parmaksiz, Ontario Tech University

Zeynep Gecu-Parmaksiz Zeynep is a postdoctoral fellow at Ontario Tech University in the Faculty of Education. Zeynep completed her B.Sc. (Primary Mathematics Education) at Bogazici University, her M.Sc. (Computer and Instructional Technologies) at Marmara University, and her Ph.D. (Computer Education and Instructional Technology) at Middle East Technical University. Her research interests include technology-enhanced learning, primary mathematics education, mobile learning, augmented reality, virtual reality, and spatial ability.

Janette Hughes, Ontario Tech University

Dr. Hughes is a Professor in Digital Literacies at Ontario Tech University where she teaches and conducts research in the Faculty of Education. Her research and teaching interests include critical digital literacies, digital making, adolescent literacies and identity, writing and digital media, new literacies and conceptualizations of learning, and digital citizenship.

Tess Butler-Ulrich, Ontario Tech University

Tess Butler-Ulrich Tess is a graduate student at Ontario Tech University working towards a Master of Arts in Education under the supervision of Dr. Janette Hughes. Tess works as a research assistant in the STEAM-3D Maker Lab. Her research and academic interests include digital literacies and citizenship, STEM/STEAM education, and environmental education – especially the intersection between the environment and digital technologies.

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Published

2021-09-21

Issue

Vol. 1 No. 1 (2021): Inaugural Issue - Digital Life and Learning

Section

Articles