Changing Gender Perceptions in Elementary STEM Education
Why this work is in the frame
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Bibliographic record
Abstract
The enrollment of women in science, technology, engineering and mathematics (STEM) continues to be a problem across most post-secondary institutions in North America.In 2009, American universities reported 17.9% female enrollment in engineering 1 , while Canadian universities reported 17.7% in 2010 2 .While concerns around enrollment encompass numerous issues, many students, particularly females, lose interest in STEM domains as early as grades 4/5/6 3,4,5 .In this paper, we demonstrate how integrating STEM classroom content and crosscurricular aspects using creative, engineering design techniques can change student perceptions of gender within STEM fields.We designed a series of creative projects that combine mandated science, mathematics, technology, English, social studies, physical education and fine arts courses with basic electrical engineering concepts.These projects were led across five schools by one of the female researchers 6 .Over 350 local grade 5 students participated in the projects.Impressions held by students towards STEM were measured through quantitative surveys and qualitative interviews, both before and after the completion of the projects.These results are summarized in Table I.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it