SciTech Clubs for Girls
Bob Russell
SciTech Clubs for Girls is a gender-equity program in which girls build hands-on exhibits for visitors to use at the Science and Technology Interactive Center (SciTech). SciTech is a relatively new science center (opened in 1989), which is situated in an old post office in downtown Aurora, Illinois.
[Editor's note: Founded by Fermilab physicist Dr. Ernest Malamud and Olivia Diaz, the current Executive Director, SciTech is well-known for its innovative exhibits and for its ability to tackle difficult issues and topics. One of its first exhibitions was a series of interactives on particle physics. More recently, SciTech initiated a five-museum collaborative circulating interactive weather exhibits and programs throughout Illinois classrooms.]
From its inception in 1990 until the evaluation was completed in early 1997, 350 girls participated in the Clubs for Girls program. These 8-14 year old girls in groups of 5 or 6 built 52 exhibits. Most of these exhibits are on display at SciTech. A few groups of girls did building renovation instead of building an exhibit. The evaluation results indicate that the girls enjoyed their work. Each exhibit has a sign listing the names of the girls who built it. The list is a permanent part of the exhibit. This is not only to acknowledge the girls but also to tell our visitors that girls can build things.
[Editor's note: ILR Editor Bob Russell was the National Science Foundation program officer for their NSF-funded project, which was one of the most innovative submitted during his tenure from 1989-93. Since then, he has visited SciTech on several occasions and used the exhibits built by the girls. They work and are generally reliable. As such, they form a significant part of SciTech's exhibit inventory. SciTech deserves great credit for establishing a successful program that provides girls the kinds of experiences with tools, materials, and science that all of our children are lacking today.]
Rationale
Research documents that girls perform just as well, if not better, than boys in mathematics and science in the elementary grades, but they begin to flounder in middle school. Lower proportions of high school girls than boys take the prerequisite courses in science and mathematics that are required for pursuing careers in science, mathematics, and engineering. Girls may lose interest because of societal expectations, a lack of experience in hands-on activities with science and tools, and a lack of encouragement from teachers and parents.
SciTech Clubs for Girls is an initiative to counter this trend. It provides girls an out-of-school experience run by female mentors that teaches them that science and technology are interesting and that girls can use their hands. The experience teaches participants that girls do pursue careers such as construction, moth, science, and engineering. Groups are kept small so each girl can have a close relationship with her mentor and have direct experiences with tool use and exhibit building.
Structure of the Program
An organized group of girls, such as a Girl Scout troop, enter into an agreement with SciTech to build an exhibit for the use of SciTech's 60,000 annual visitors. SciTech chooses an exhibit to fit into its exhibition plans. The exhibit must also be appropriate in its level of difficulty for the age of the girls and the time they can dedicate to the project. The Program Coordinator arranges for female science and construction mentors to lead the girls through their project. The science mentor explains the science behind the exhibit before the girls start to build. She also teaches them to keep a scientific journal of their daily progress. The construction mentor meets with the girls weekly to lead them through the construction of the exhibit. She is responsible for planning the work schedule, teaching the girls the safe use of tools and leading them through each step of the construction process. After the exhibit is built, the science mentor returns to help the girls make a first draft of the sign to explain the exhibit. The girls then install their finished exhibit and are given a certificate of completion in a short ceremony.
Female Role Models
An important element of the SciTech Clubs for Girls is the female role model. Fermi National Accelerator Laboratory generously donated a day per week of a female electrical engineer's time for two years. She was both science and construction mentor to the groups she led. SciTech is also fortunate to be located in a Research and Development Corridor which provides a rich pool of scientific and technical talent. Even though we offer to pay the science mentors, most donate their time. They say it is a way to pay back the investment others have made with them.
Early in the program, SciTech learned that "we could allow only females to work with the girls. It is essential to the program that the girls do all the work. As soon as we let a male in, he couldn't help himself from doing the work for the girls. He would say, 'let me show you' and then he would do it for them. On the other hand, female mentors will demonstrate to the girls and then let them do it. They understand that girls have to struggle through awkwardness before they can develop skills."
Longitudinal Evaluation
Science Learning inc. (SLi, now doing business
as the Institute for Learning Innovation) was engaged to conduct a summative
evaluation. Over three years, SLi documented its impact on participants.
SLi designed a longitudinal study, assessing how the program fit into
girls' lives and determining from their perspectives what impact participation
had on their lives. SLi focused on the impact of the program on the girls'
attitudes and behaviors regarding science and construction. Three types
of data were collected over a 2-1/2 year period in order to assess the
impact of the project: a questionnaire
was distributed to girls and adults (parents, teachers) during a Clubs
for Girls awards ceremony two months after the event; observations
and informal interviews were conducted with a small sample of girls during
two site visits to SciTech; and follow-up
phone interviews were conducted at two intervals (two months and two years
after participation) with a sample of girls and adults chosen for case
studies.
Four major, long-term outcomes for participating girls were observed:
- Girls had experience in building, learning about tools, and developed
confidence about construction. For many of the girls, building something
they had designed and using tools was a completely new experience. By
the end of the project, they believed that building was fun, that it
was an activity open to them, and something they could accomplish. After
two months, one participant stated "I enjoyed (the program) because
it was fun. I don't get to do stuff with tools ever. That was a good
experience for me." Another girl, two years later, said, "It helped
me know more about tools and machines and the uses of them." Another
said, "When I see mechanical things, I think more about how it works
and not just how you use it."
- Girls increased their knowledge of science content and the processes
of science; and came away feeling science was enjoyable and something
they could do. The majority of girls (61%) said they liked science after
participating in the project; another 35% said they "sometimes" liked
science. A majority (60%) also stated that their participation had increased
their interest in science. Seventy-eight percent of adults said their
daughter, student, or scout enjoyed science and 81% believed that Clubs
for Girls had increased their interest in science. Typical comments
were "I like to do experiments, especially when I build something to
do the experiments with." Another said "It makes me wonder, 'How do
things work?'" Another commented "Science is kind of fun now, some parts.
Like when you get to build experiments. I like science when I build
around the house. Science in school is not really great. We don't get
to build." Girls' comments, such as "I didn't know that some of those
things were science" and "I learned about molecules and atoms" also
reflect an increased understanding of science content. The study also
found numerous examples of the effects of participation. Some commented
on how they liked science, but not how it was presented in school. Others
commented on how they performed better in school and took advantage
of additional opportunities (e.g., one girl attended a seminar on women
in science fields).
- Girls got to know peers with similar interests, developed friendships,
and learned how to work effectively with peers. Through working closely
with others, girls participating in SciTech Clubs for Girls learned
about cooperation and work styles In some instances, the groups of girls
were only acquaintances, and by participating in Clubs for Girls they
were introduced to other girls with similar interests, and were able
to work together to a common goal. A typical comment was "The people
I built it with, it was good to work with them. And it was fun learning
new things together." Even four years after participation, participants
who were interviewed reported recollections of very positive experiences.
- Girls developed an expanded sense of the opportunities available to them, a sense of accomplishment, and an increase in general self-esteem, pride, and empowerment. All of the girls were proud of their exhibits, and felt good about what they had done. Interacting with female carpenters and scientists at Clubs for Girls helped them see that there are many science and construction opportunities available to them, for educational activities, fun, and careers. Over half of the participants indicated that they felt better about themselves after participating. Typical comments were, "I feel better about being someone who likes science" and "No one else in my family has done it before."
Conclusion
The SciTech Clubs for Girls provided participants with very positive experiences, introducing them to new skills and interests and altering their ideas about science and construction, as well as who they were and what they were capable of accomplishing. Part of the success of the program was its effectiveness in integrating two areas that were not typical interests for the participants, science and construction, and creating an experience that participants enjoyed, sought out, and were proud of. Through working side-by-side with young, energetic female scientists who did real work, and through working in teams, trying out solutions, and engaging in group discussions, the girls were introduced to the scientific process, something they came to view as "the fun kind of science."
Throughout the data collected, one recurrent theme was that the girls were doing "real work." Participants repeatedly mentioned that their work would affect others, that they received approval from others, and how rewarding it was they could see, admire, and enjoy their end-product.
One of the most striking findings of the summative evaluation was that the positive impacts of the program were not temporary, fleeting outcomes, but very long-lasting, persistent ones. Most of the impacts observed a few months after the exhibit was completed were still observed two to four years later. One reason was that outcomes such as "feeling confident about construction" or "increased knowledge of what doing science involves" can be applied again and again in different situations. Another reason was that participants were engaged in multidimensional and flexible experiences, allowing the girls to construct their own knowledge and fit the experience into their own lives.
This article is based on excerpts from the summative evaluation report by Science Learning, inc. of the SciTech Clubs for Girls program.