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  1. Merle Froschl
  2. https://www.fhi360.org/experts/merle-froschl
  3. Director, Educational Equity
  4. Presenter’s NSFRESOURCECENTERS
  5. Family Health International (FHI 360)
  1. Maryann Stimmer
  2. Senior Technical Advisor
  3. Presenter’s NSFRESOURCECENTERS
  4. Family Health International (FHI 360)

A Capacity Building Project to Advance Research on Girls' Math Identity: Impr...

NSF Awards: 1348524

2018 (see original presentation & discussion)

Grades 6-8

This video focuses on the messages girls receive.From the toys they play with, the TV shows they watch and the attitudes of their parents, teachers and peers, the message is that math is not for them. From an early age, girls are taught that math success is about an innate ability that they lack and that being feminine and being good at math are mutually exclusive. As a result, girls do not develop a positive math identity — the belief that you can do math and the belief that you belong—an identity that research tells us is key to their interest, participation and persistence in science, technology, engineering and math (STEM) education and careers. Without a solid background in math, girls will not develop the critical STEM skills that will be required for 60 percent of the new jobs that will become available in the 21st century.

This video, based on Furthering Girls’ Math Identity, a capacity building project to advance research and improve STEM learning and participation, explores  two key concepts: the importance of girls’ math identity to their participation and persistence in STEM; and the power of a Networked Improvement Community (NIC) to accelerate learning about how to improve girls’ math identity.

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