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Abstract of "Chapter 2- Interventions Defined, Implemented, and Evaluated"

Author(s): Elizabeth Stage, Director of Critique and Consensus

A Brief History and Conceptual Framework

Stage begins by discussing a 1978 study done by Lucy Sells of the University of California at Berkeley. The study concluded that high school mathematics became a "critical filter" affecting women and minorities who considered majoring in science and engineering. Sells sought funding and initiated research on females and careers in mathematics, engineering and science studies. The result was a series of new intervention programs in mathematics and engineering targeted at women. These programs focused on improving and increasing womens' interest and participation in the fields of mathematics and science. Design and evaluation of the programs stemmed from then-current developments and research.

Defining a Problem

Developmental, affective, and cognitive childhood factors that affect a child's interest in math studies and related careers must be considered while defining a measurable and manageable problem.

Intervention, Targets and Strategies

Three areas of focus were outlined:

Individuals A choice between targeting females' attitudes and behaviors versus adjustment of an inadequate system arises when designing an intervention program.
Teachers, Faculty and Adult Leaders Stage remarked that organizations such as Girls Scouts or Girls Inc. often encourage women to enter science and engineering. The potential for community leaders, role models, and extracurricular experiences to positively impact young girls into the fields of science and engineering should be tapped.
Peers Stage proposed that males become part of the educational overhaul, also since they may leave the system because of the same stereotypes that the intervention programs have attempted to eliminate for women.

Intervention Programs: Beyond Isolated Programs

In order to progress beyond isolated intervention programs, Stage suggested that the following steps be taken:

Although isolated programs often create awareness and offer a source for good data, it is important that these isolated and infrequent programs not be relied upon as the most effective style of program.
Create more frequent intervention activities so that larger and longer term goals can be achieved.
Let coordinated programs lead to structural reform.

Monitoring Progress

Stage also recommended developing effective evaluation of an intervention program. She stated that:

More extensive evaluation plans are necessary to ensure that program goals are met.
More realistic timelines for program implementation must be made.
More funds to support evaluation efforts should be found.

Challenges for the 90's

The American Association of University Women (AAUW) sponsored a study at Wellesley College that found females' self confidence significantly and consistently lower than that of their male peers from elementary all the way through high school. Stage articulated the challenge to develop a more effective and supportive educational and professional environment which would foster achievement and self esteem equally among both men and women. Stage concludes:

More efforts should be made to improve women's self esteem.
Teachers should be provided with curricula that support the contributions of scientists and engineers of both sexes, and diverse racial/ethnic backgrounds and cultures.
Intervention efforts should include schools and the community. These efforts should be coordinated so that diverse groups of men and women both benefit equally.
Long-range systematic change is necessary.

Future Intervention: Focus on Systematic Change

Efforts must be made in the future to improve undergraduate college programs at the freshman and sophomore levels. There should be a shift from emphasizing intervention at transition points (e.g. high school to university, undergraduate to graduate) to intervention at all levels.

Conclusion

Stage supports the climate in which blame has shifted from the individual to the system. The present social and political climate in which women receive insufficient attention must be addressed. She believes that collaborative intervention strategies are necessary, and that these strategies should be implemented by coalitions of faculty, administrators and community leaders, within an institution and among institutions. Only then will the disparity between men and women in science, math, and engineering be resolved.