SESSION 2

fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them.

BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO

The problem: When it comes to teaching and learning STEM, research shows that the format matters.

A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study.

Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighth-grade national standardized test scores and finding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the difference in scores between males and females.

Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science—and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their proficiency through word problems or writing, where they feel more confident.

Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.

As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments. “I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls.

Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds.

“Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.

CLASSROOM MANAGEMENT

We understand that it can be intimidating or nerve wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! However, they are still high school students. Below, we have provided classroom management tips to be able to handle disruptive classroom behavior like a pro.

In volunteering with RTSWS, if you experience any classroom management issues, please reach out to your RTSWS Program Coordinator. We are happy to help provide additional classroom management support, as well.

CLASSROOM MANAGEMENT

Set Classroom Norms and Be the Leader

At the beginning of each RTSWS session, students and volunteers will review and discuss the RTSWS cohort norms. Norms are the behavioral expectations or rules of the class. Classroom norms inform us how we are expected to behave towards each other and towards the materials we use. They’re generally positive, inclusive and productive. Here are some classroom norms you can share with the students:

• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude.

• Be kind and encourage one another - we are all in this together! • Set Classroom Norms • Be the Leader • Be Authentic • Share Your Story • Show You Care • Build Relationships • Have Fun!

• Ask questions, share your opinions and let the volunteers know when you do not understand something.

During session #1, students and volunteers will come up with the final two norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort.

Ensure the RTSWS cohort knows the significance of what you are asking them to do. They are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.

Asking students to help define the learning environment in a way that supports their own self-advocacy skills is powerful.