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Sisters in Science Program


File number :
PPEE-ISC-07e

Bibliographic reference :
Hammrich, P. L., Richardson, G., & Livingston, B. (2001). The Sisters in Science Program: A Three Year Analysis. Paper presented at the 2001 Annual International Conference of the Association for the Education of Teachers in Science, Costa Mesa, CA.
<http://www.ed.psu.edu/CI/journals/2001aets/01file1.asp>

Abstract :

Description
The Sisters in Science (SIS) program was introduced in the United States to counter gender inequality observed in sciences and mathematics (SM) education. It was designed to improve the attitudes of primary school female students in grades 4 and 5 towards SM, thus fostering their achievement. The beliefs and attitudes of teachers were also considered.

SIS is a two-year program comprised of various activities based on four themes related to sciences and mathematics: classroom activities, after-school activities once a week, summer camps, and Saturday activities for grade 5 students. In addition to teachers, parents, volunteers and university students are also encouraged to become involved.

Assessment
From 1997 to 2000, the SIS program was assessed in six elementary schools in the Philadelphia area in order to determine whether it (1) improved female students' attitudes, interest and achievement in sciences and mathematics, and (2) changed the teachers' conceptions and practices once they became aware of existing inequalities.

At the end of the third year of the study, the total sample was comprised of 2037 students in two cohorts and 31 teachers. Data on students’ attitudes, perceptions and academic achievement was gathered. Checklists of pedagogical activities were used with teachers and focus groups were organized.

Results
Although fourth-grade female students already had a positive attitude towards sciences and mathematics, results have shown that the attitude of female students in fifth grade was even better still. As far as achievement is concerned, the study has shown that the SM grades of female students in grade 4 went up from the beginning through to the end of the year and that the achievement level of SIS students was 50% higher than that of non-participating students their age at other schools of the area. However, no statistical analysis was performed; only the program’s results were compared from one year to the next to allow assessing its effect. Although this improvement could not be attributed assuredly to the program alone, school administrators agreed that it had definitely had an effect.

As part of the program, teachers were encouraged to reflect upon equity issues in education and the teachers who participated in the study said that they were willing to change their teaching practices. However, when they readily returned to their former ways of teaching, these teachers noticed that the female students got less involved. Teachers reported other positive effects. They were more careful of their practices and developed new ones, they felt less isolated and more involved, and they were more interested in sciences and mathematics education.

Generally speaking, SIS appeared to have positive effects, although further studies are required. The researchers underscored the significant limits of their study, in particular the lack of a control group and the fact that the female students' attitudes towards sciences and mathematics were already positive right from the start, doubtless indicating that particular family and cultural factors were at play.



Links :
http://www.ed.psu.edu/CI/journals/2001aets/01file1.asp

Key Words :
Gender, Science, Mathematics, Self-esteem, Attitudes, Teacher Expectations, Pedagogical Practices, School-Family-Community Partnership, Primary School, Elementary School

Monitored Countries :
United States