![]() The studies are both illuminating and prescriptive for designing and implementing intervention programs. This comprehensive volume addresses the global challenge of recruiting girls and women into majors and careers in information technology. Findings highlight both capital and challenge models for science, policy, and programs involving diversity and equity. Fourth, although family background predicted few outcomes, parents' and teachers' help and siblings' challenges predicted grades, eligibility, and admission to prestigious colleges. Five math pathways emerged: steady, slowly declining, rapidly declining, increasing, and "back on track" toward college, but pathways did not always predict college choices. Third, high school math and English grades rose and fell together, with early math grades predicting college eligibility. Youth distinguished resources and challenges more by their source than form. Second, students saw parents as greater resources than teachers, siblings, and themselves peers and teachers were their greatest challenges. born, college-educated parents, and Latino students, immigrant parents with high school education or less. African American students more typically had U. We examined students' family backgrounds challenges and resources across family, school, peer, and community worlds and high school math pathways as predictors of college eligibility and enrollment. The Bridging Multiple Worlds Model frames this longitudinal study of 120 African American and Latino youth in outreach programs. This study compares capital models (highlighting family background) with challenge models (highlighting students' challenges and resources) in predicting pathways to college. Universities have launched outreach programs to enhance their ethnic diversity, yet little developmental research examines students' pathways to college. An experimental test of this integrative strategy, used to develop a prototype World Wide Web site tested on girls in their homes (n = 125), obtained significant increases in the treatment group's interest in, sense of relevancy of, and motivation to use computers, compared to a control group. This study proposes that to bridge today's gender gap, prior approaches need to integrate appeals to girls' traditional and nontraditional interests, and focus content more clearly on learning about computer design itself. These approaches involve appealing to girls' traditional "feminine" interests, nontraditional "masculine" interests, and gender-neutral interests. In response, software and Web site designers have applied feminist theories to develop three distinct approaches to creating content for girls that might increase their interest in computers. Although some observed differences in males' and females' attitudes toward and uses of computers appear to be narrowing, the gender gap remains widest in relation to programming and software design, which are still male preserves.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |