Authors illustrate the local struggles that young women of color at two high schools in the same school district engaged in to construct and maintain STEM-related identities in the context of their high school lives. In particular, authors focus on the local discourses and practices of the school learning environments within and against which four of the young women in the larger study engaged in STEM identity work.
Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity
Can learning communities boost success of women and minorities in STEM? Evidence from the Massachusetts Institute of Technology
– Author finds no statistically signiﬁcant eﬀects on academic outcomes for ESG enrollees generally, but women who participate in the program have higher GPAs and complete more credits of coursework.
– Minority students are more likely to major in math, computer science, or electrical engineering after participating in the ESG program.
– Though quite noisy, the results are suggestive that women and minorities in STEM may beneﬁt from learning communities.
– Author ﬁnds evidence that female instructors are particularly beneﬁcial for female students at MIT. However, the magnitude of the estimates suggests that the gender-mix of ESG instructors cannot account for most of the academic eﬀects the author observes for female students.