January 1st, 2013 | RESEARCH
This article examines middle school girls’ participation in school-day science classes and out-of-school time science clubs to understand the girls’ identification with and relationship to science. Looking at the girls’ science experiences across settings, researchers compared how the identities developed from these experiences supported or worked against the girls’ future trajectories in STEM.
Document
(no document provided)
Team Members
Melissa Ballard, Author, Afterschool AllianceRelated URLs
Tags
Access and Inclusion: Women and Girls
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Afterschool Programs | Informal | Formal Connections | K-12 Programs | Public Programs