Center for New Directions
Eastern Idaho Techncial College
1600 South 25th East
Idaho Falls, ID 83404
Career Guidance & Transition Coordinator:
In a study conducted by Dr. Anne Sourbeer Morris at the University of Phoenix she states, "teacher/counselor awareness, learning, and knowledge are tied to student awareness, learning, and knowledge."
Gender Equity Curriculum Checklist for Faculty
Five Easy Steps to Retaining Women in Your Mostly-Male Technology and Trade Classes or How To Avoid the "We Had One Once but She Dropped Out Phenomenon"
Would you like to make sure that the women in your classes successfully complete the course? Did you once have a female student but she dropped out after the first class? Do you find that many of your female students come with less experience than their male counterparts? If you answered yes to any of the above questions this fact sheet is for you.
Step One: Bridge the Technology Divide
The reality is that overall women tend to have less experience with technology than their male counterparts, whether we are talking about computer technology or auto technology. Instructors that are successful in retaining female students recognize that they need to start with the basics during the beginning of the semester so that the less experienced students get the basic building blocks needed to be successful (this is helpful to male students missing those basics too). So that might mean an introduction to tool identification and use or the basics of navigating the internet. Instructors should also provide open lab time for students in need of additional hands-on experience. If possible, staff the lab with a senior female student, women are often more comfortable asking questions of other women in a male-dominated field. For some best practice case study examples that illustrate these concepts look at the Cisco Gender Initiative's Best Practice Case Studies developed by IWITTS.
Step Two: Collaborative Learning in the Technology Classroom
Many female students lack confidence in the classroom and this negatively impacts their learning ability. There are several reasons for this: first, overall, male students have more experience with technology, especially hands-on labs; second, male students tend to boast of their accomplishments while females tend to think that they are doing poorly even when they are doing well; third, male students tend to dominate in classroom discussions and lab activities. Technology instructors can overcome these factors by using collaborative group methods in the classroom designed to increase student learning, interaction and support of each other. Some examples of these group methods are: 1) grade students in teams as well as individuals; 2) put female students in positions of leadership in the classroom; 3) assign students to teams or pairs rather than leaving it up to them to pick their partners; 4) have female students work together in labs during the beginning of the semester; 5) enlist the help of whiz kids with the teaching of their fellow students, providing them with a constructive outlet for their talents.
Step Three: Contextual Learning
Mars and Venus is alive and well in the technology classroom -- women and men have different learning styles when it comes to technology. Most men are excited by the technology itself -- how fast it is, the number of gigabytes, the size of the engine. Most women are engaged by how the technology will be used -- how quickly the network will run, how much information can be stored, how far the vehicle can go without refueling. These Mars and Venus differences have implications for the class curriculum: female students will better understand technical concepts in the classroom when they understand the context for them. Don't front load your computer programming classes with writing computer code with no context for this if you want to retain most of your female students. For more information on this subject including off-the-shelf curriculums for teaching contextual technology readIWITTS's Making Math and Technology Courses User Friendly to Women and Minorities: An Annotated Bibliography.
Step Four: The Math Factor
Most technology courses require an understanding of applied math. Many women and girls are fearful of math and have had negative experiences in the math classroom. This phenomenon is so common that courses and curriculum on math anxiety for women are in place around the country. The key to success in teaching most females math is -- like technology -- contextual and group learning. Fortunately many off-the-shelf curriculums exist for teaching math contextually, see IWITTS's bibliography Many technology courses at the two-year college level have math prerequisites that are unrelated to the technology coursework and omit the applied math that will be needed. Technology courses should only require math that is relevant to their courses and/or develop contextual math modules to add to their curriculum.
Step Five: Connect the Women in Your Classes with Other Women
A female mentor or peer support network can help your students stay the course when they are feeling discouraged and can provide helpful tips for succeeding in a predominantly male environment. There are many on-line and real-time associations for women in technology, connect your female students to them. See www.WomenTechWorld.Org 's Career Links for a list of some of these networks. Also, WomenTechTalk -- a listserv for women in technology and students -- provides a combination of support and expert career panels to it's over 200 members from across the U.S. It's free and students only need e-mail to join. The WomenTech Message Board is another resource for on-line networking with women in technology and trades.
This fact sheet was developed by Donna Milgram of the National Institute for Women in Trades, Technology & Science (National IWITTS) on behalf of Southwestern College's Center for Technical Education and Career Success with VTEA funding from the San Diego Imperial Counties Regional Consortium for California Community Colleges.
Occupational hands-on lessons plans provided by the Idaho Department of Labor. Learn about future jobs in science, technology, engineering, and mathematics. Lessons are aligned with current Idaho State achievement and counseling standards.
Nontraditional Careers for Educators 101
Taking the Road Less Traveled II provides educators with a proven professional development resource to help increase the participation and the completion of secondary and postsecondary students in nontraditional programs. Created as a CD-ROM, the toolkit is a user-friendly resource that provides easy access to components and flexibility in printing documents.
National Institute for Women in Technology, Trades, and Science (IWITTS) was founded in 1994 and provides the tools to successfully integrate women into male-dominated careers — such as technology and law enforcement — via our training, publications, products, e-strategies and research projects. We work nationally and our audience includes educational institutions, police departments, employers and the women and girls themselves. Careers range from automotive technician to pilot, computer networking technician, telecommunications engineer, electrician and police officer, to name just a few.
Nontraditional Careers—“Breaking Free”
Helpful teaching & free curriculum websites: