Inscrição na biblioteca: Guest
Portal Digital Begell Biblioteca digital da Begell eBooks Diários Referências e Anais Coleções de pesquisa
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X

Volumes:
Volume 26, 2020 Volume 25, 2019 Volume 24, 2018 Volume 23, 2017 Volume 22, 2016 Volume 21, 2015 Volume 20, 2014 Volume 19, 2013 Volume 18, 2012 Volume 17, 2011 Volume 16, 2010 Volume 15, 2009 Volume 14, 2008 Volume 13, 2007 Volume 12, 2006 Volume 11, 2005 Volume 10, 2004 Volume 9, 2003 Volume 8, 2002 Volume 7, 2001 Volume 6, 2000 Volume 5, 1999 Volume 4, 1998 Volume 3, 1997 Volume 2, 1995 Volume 1, 1994

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v7.i1.50
9 pages

GIRLS ENTERING TECHNOLOGY, SCIENCE, MATH AND RESEARCH TRAINING (GET SMART): A MODEL FOR PREPARING GIRLS IN SCIENCE AND ENGINEERING DISCIPLINES

P. Ruby Mawasha
College of Engineering and Computer Science, Wright State University; and Diversity in Engineering and Science, College of Engineering, The University of Akron, Akron, OH 44325-3901
Paul C. Lam
Associate Dean of Undergraduate Studies, Diversity and Co-op Education Programs, College of Engineering, The University of Akron, Akron, OH 44325-3901
John Vesalo
Academic Achievement Programs, The University of Akron, Akron, OH 44325-7908
Ronda Leitch
Wayne County Schools Career Center, 518 W. Prospect Street, Smithville, OH 44677-9672
Stacey Rice
Ott Staff Development Center, Akron Public Schools, Akron, OH 44301-1392

RESUMO

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.


Articles with similar content:

ENGINEERING SUCCESS: THE ROLE OF FACULTY RELATIONSHIPS WITH AFRICAN AMERICAN UNDERGRADUATES
Journal of Women and Minorities in Science and Engineering, Vol.17, 2011, issue 3
Christopher B. Newman
INTERSECTIONALITY AS A FRAMEWORK FOR UNDERSTANDING DIVERSE YOUNG WOMEN'S COMMITMENT TO ENGINEERING
Journal of Women and Minorities in Science and Engineering, Vol.21, 2015, issue 1
Jill Bystydzienski, Margaret Eisenhart, Monica J. Bruning
WOMEN PHYSICISTS AND SOCIOCOGNITIVE CONSIDERATIONS IN CAREER CHOICE AND PERSISTENCE
Journal of Women and Minorities in Science and Engineering, Vol.24, 2018, issue 2
Ghada Nehmeh, Angela Kelly
THE ROLE OF SOCIAL CAPITAL IN AFRICAN AMERICAN STEM MENTORING RELATIONSHIPS
Journal of Women and Minorities in Science and Engineering, Vol.26, 2020, issue 2
Joi-Lynn Mondisa
A HISTORY OF FUNDING FOR WOMEN’S PROGRAMS AT THE NATIONAL SCIENCE FOUNDATION: FROM INDIVIDUAL POWRE APPROACHES TO THE ADVANCE OF INSTITUTIONAL APPROACHES
Journal of Women and Minorities in Science and Engineering, Vol.8, 2002, issue 3&4
Eliesh O'Neil Lane, Sue V. Rosser