Learning and interaction in groups with computers: when do ability and gender matter?

In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned

Girls Can Play: Analysis of Racial and Economic Barriers of Entry for Women of Color in Sport

In order to understand the racial division of modern sport, it is essential to investigate the barriers to entry that occur for black youth at an institutional level. Inner-city and low-income youth are denied opportunities presented to predominately white middle and upper-class youth, who are awarded the opportunities to advance in the dimension of sport. Low-income children are being pushed out of sports, falling into a track that provides marginal community programming, while the economically advantaged are funneled into the other track of competitive private clubs. Race, economics, and social status become drivers for this segmentation in youth sport. Although barriers that impede the entry and success affect both black girls and boys in sports, the reality is that there is a disparate impact between genders. Therefore, this research aims to assess the conditions faced by black girls, which hinder their entrance into and continued success in sports programs. Although significant legislation has increased the amount of female participation in sports, further consideration must be given to the intersection of race and sex in order to make necessary advancements

Girls Share Their Voice

Looks at the past and current leadership development needs of girls in Southern New Jersey and Philadelphia and offers recommendations for change

Out-of-School Time Policy Commentary #4: After-School for All? Exploring Access and Equity in After-School Programs

While significant progress has occurred over the past several years in terms of expanding both the quantity and quality of after-school opportunities, the ambitious idea of "after-school for all" remains a distant goal. In this commentary we push beyond some of the basic numbers to take a close look at questions related to access and equity, in order to both surface tensions and share concrete recommendations for addressing concerns at the policy and program levels. To do so we draw heavily new data from California Tomorrow and a handful of other reports and studies. We also talked with Delia Pompa, executive director of the National Association for Bilingual Education; Amy Scharf and Laurie Olsen of California Tomorrow; and Jennifer Peck from the Bay Area Partnership. Is there equal access to after-school programs? Is there equity in after-school programs? How can program planners and policymakers address access and equity challenges

Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time

With support from The Wallace Foundation, the Harvard Family Research Project and P/PV conducted a study of almost 200 out-of-school-time (OST) programs in six cities to better understand how they promote sustained participation among older youth.The resulting data indicated that two of the most important practices distinguishing high-retention programs were: ample leadership opportunities for youth and high levels of staff efforts to keep informed about participants' lives outside the programs. The study also compares and contrasts effective practices for middle school- versus high school-aged youth, noting the shortcomings of "one-size-fits-all" strategies. Finally, Engaging Older Youth details the influence of city-level OST initiatives on programs and identifies the types of city-level services that likely support participation

Edna McConnell Clark Foundation - 2003 Annual Report

Contains president's message, fund and program information, grants list, financial statements, grant guidelines, publications list, and lists of board members and staff

The Impact of Collaboration, Problem Solving, and Creativity on Computer Programming Education for Middle School Girls

Despite high scores and abilities, girls lose interest in science and math throughout middle school. According to the Bureau of Labor Statistics, jobs in the computer science research field will grow 19% by 2026; however, only 18% of the bachelor’s degrees in computer science are earned by women in the United States (ComputerScience.org, 2021). New technology and inventions are being created without the benefit of more diverse perspectives and input from females. There is a need to engage girls and maintain their interest throughout middle school and beyond. Additional research needs to be conducted about the impact and best practices used during out-of-school time programs to encourage and motivate girls to stay engaged in STEM, including computer programming (Koch, 2014). This study investigated the relationship between middle school girls’ interest in computer programming and the opportunities to collaborate, solve problems, and use their creativity while participating in computer programming activities led by female role models during the 4-H Girls Tech Challenge, an informal education program. Research questions are the following: 1) In what ways did the 4-H Girls Tech Challenge experience, which included components of problem solving, collaboration, creativity and female role models, affect the attitudes of middle school girls towards computer programming? 2) To what extent did the 4-H Girls Tech Challenge experience affect the attitude of middle school girls towards potentially pursuing careers related to computer science and technology? Evidenced by other studies, experiences in which collaboration, problem solving, and creativity are present have been shown to increase knowledge about computer programming and engagement in STEM (Cooper & Heaverlo, 2013; Wu-Rorrer, 2019; Hayden et al., 2011). A qualitative study employing interviews with previous participants was utilized to determine how the components of collaboration, problem solving, and creativity of the 4-H Girls Tech Challenge affected the attitudes of middle school girls towards computer programming and careers in computer science. Educators will benefit from learning more about best practices that engage, motivate, and retain more girls in STEM. An increase in the number of women in the STEM workforce will maximize innovation, creativity, and competitiveness (Hill et al., 2010)

Evo-devo of human adolescence: beyond disease models of early puberty

Despite substantial heritability in pubertal development, much variation remains to be explained, leaving room for the influence of environmental factors to adjust its phenotypic trajectory in the service of fitness goals. Utilizing evolutionary development biology (evo-devo), we examine adolescence as an evolutionary life-history stage in its developmental context. We show that the transition from the preceding stage of juvenility entails adaptive plasticity in response to energy resources, other environmental cues, social needs of adolescence and maturation toward youth and adulthood. Using the evolutionary theory of socialization, we show that familial psychosocial stress fosters a fast life history and reproductive strategy rather than early maturation being just a risk factor for aggression and delinquency. Here we explore implications of an evolutionary-developmental-endocrinological-anthropological framework for theory building, while illuminating new directions for research

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers