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

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.