Issues pertaining to girls participating in science subjects have been contentious for quite a while. It is noteworthy that sciences, especially physics, chemistry, mathematics and computing technology have been dominated mainly by males. Girls lack interest in sciences both as careers and areas of study simply because they hold the opinion that they are too difficult. In addition, a girl may be ruing the thought of being the only one taking sciences in the class.
Evidently, the issue about girls participating in science runs deeper than it was previously thought. Studies show that there was an increase in the percentage of female students who were admitted to college to take a major in technology from 15% to 37%, in 1973 and 1984 respectively (Clewell et al. 42). However, there was a decrease in the enrolment of female students for undergraduate programs in computer science to 28% by 2003(Clewell et al. 45). It is noteworthy that the undergraduate degrees that were awarded to female students in all science disciplines rose to 51%. Currently, most universities and colleges in the US have less than 10% of their female students taking sciences (Clewell et al. 47).
Numerous women’s organizations, researchers and universities, have been prompted to examine the reasons behind the abandonment of science careers by women. Research has come up with varied explanations as to the disturbing trends, as well as potential solutions to the same. Varied programs have been developed aimed at developing or devising a way of getting girls interested in pursuing science, both as a career and a subject in school. To safeguard the effectiveness of programs will depend on the financial resources, as well as human resources among others. The program would have to be comprehensive and incorporate creation of a home environment that promotes learning, involving children in their education, both at school and the community, as well as communicating high and reasonable expectations for their children’s achievements, as well as their future careers (Goetz 144).
Budgetary Allocation and Funding Plan
This plan should be synchronized or aligned with the financial resources available for the school or district. It should incorporate budget for technology and one for expenses pertaining to technical support. On technology budget, a 40:20:20:20 ratio will be used. In this case, 40% go to hardware, 20% to software, 20% to upgrades and extra needs with an increase in teachers’ expertise, as well as 20% to upgrades. It is noteworthy that, the technological budget should also incorporate research and development so as to give a futuristic view of technology.
1st Grade
Integration of Technology in the Curriculum
Research shows that technology affects learning when the standards of content and the technology that is used are matching. Integration of technology is hindered by barriers such as inadequate access, leadership, time constraints and training. Proficiency standards of the students should be entrenched in the instructional projects, so as to assist teachers in knowing the technological skills that students should demonstrate. It is imperative that the technology be improved in line with technological advancement, so that the students are not stuck with outdated technologies (Goetz 56).
1st grade
Recruitment and Inculcation of Female Students into the System:
At the onset of the K-12 program, girls will be presented with technological resources such as computers and other gadgets. In essence, these are aimed at piquing their interest in technology and allow them to be familiar with them. In addition, such familiarization will serve to eliminate the myth that technology is a boys’ thing and inculcate them into questioning varied aspects of technology. In essence, it would be imperative that the children be helped to see the technology and science that they encounter daily. In addition, children should know how technology is used at home and in the community by different professionals, as well as in varied other fields such as music and sports. On the same note, technical support has to be available always to maintain and support equipment and networks. It is imperative that single standards for hardware, software, video equipment and networks be set to save on support costs and staff development.
3rd grade to the 12th grade
Mentorship and Guidance Programs
The low rates of enrolment of female students have more often than not been blamed on lack of mentorship programs. Girls aspiring to take technology courses do not have women who can mentor or guide them as far as technology is concerned. In essence, female students should be introduced to mentorship programs right from first grade. These come in handy as far as demystifying technology in the minds of female students (Whyte 78). Ladies who have succeeded in technology will be invited at least once every two months to mentor female students on the subject.
4th grade to 12th grade
Participation of Parents in the Mentorship of Female Children
As much as parents are expected to form the basis for mentorship at home, it will be imperative that they actively participate in mentorship programs (Goetz 67). In essence, this will provide a two-pronged strategy for piquing the interest of female students in technology. In essence, the institution will be inviting students and their parents to symposiums once every two months. In addition, open forums will be held every month providing parents with a chance or opportunity to examine the progress of their children as far as technology proficiency is concerned (Whyte 67). This, however, does not limit the participation of parents in the progress of their children to this stage of their life.
How the Success of the Program Translates to Success at the College Level
The main goal of the program is to provide female students with the right infrastructure for demystifying technology as a boys’ domain, thereby getting girls interested in pursuing careers in technology. Having formed a foundation for the female students to pursue technology as a career, the program would provide models and mentors whom female students can consult in the course of their careers (Goetz 87). This means that they will be increasingly confident to pursue the course in high institutions of learning such as colleges.
Works cited
Clewell, Beatriz, Anderson, Bernice Taylor, and Thorpe, Margaret. Breaking the barriers: helping female and minority students succeed in mathematics and science.San Francisco: Jossey-Bass, 1992. Print
Goetz, Susan Gibbs. Science for girls: successful classroom strategies. Lanham: Scarecrow Press, 2007. Print
Whyte, Judith. Girls into science and technology: the story of a project. New York: Taylor & Francis, 1986. Print
