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For both genders characteristics of effective STEM (Science, Technology, Engineering, and Math) after-school programs include opportunities for youth to build competencies, form bonds with peers and staff, and participate in program decisions. After-school program characteristics found to foster STEM interest and persistence of girls in particular across age, race and ethnic diversity include collaborative, hands-on activities, mentoring, parent and community support, emphasis on practical applications, and teaching of science or engineering in a more holistic and social context 1,2,3,4,5,6,7 . In addition, programs for girls that combine hands-on activities, role models, mentoring, and career exploration have been shown to improve girls' self-confidence and interest in STEM courses and careers in particular. This paper presents statistical analyses of gender differences between youths’ ratings of six engineering modules implemented in the Techtronics after-school program at Rogers Herr Middle School in Durham, North Carolina.

Assessment Of Gender Differences On Ratings Of Engineering Learning Modules In Middle School Youth In An After School Setting