Gender Equity

Historically, by the time girls reach high school they become disinterested in technical courses offered, including math and science. A primary focus and guiding force in national education reform and the development of the National Science Education Standards is equity and excellence in science education. Girls must be given the same opportunity and encouragement to succeed in the fields of science and mathematics as boys.      The ASPIRE program is providing this opportunity and encouragement. Girls are solicited for enrollment in the ASPIRE classes. Girls have succeeded in the project development phase of the program as indicated by these three award winning projects. Two of the projects were developed by all girl teams and one by an individual girl. The individual project had a female mentor. 1996 EXPO Second Place Individual Project Winner Physical Modeling of a Variable Length Flute Author: Lori Sisson East Limestone High School Athens, Alabama 1996 EXPO Third Place Team Project Winner A Pendulums Motion: Simple Harmonic Motion or Not: Authors: Carrie Inzina and Courtney Kimberl UMS-Wright Preparatory School Mobile, Alabama 1996 EXPO Fourth Place Team Project Winner The Ekman Spiral Authors: Kunjal Amin, Amy Ortakales, Kinnari Patel, and Deboshree Sarkar Bob Jones High School Madison, Alabama     The ASPIRE program positively demonstrates that, given the proper nurturing and equal access to technology, female students consistently achieve in an area that would be stereotypical described as male and that female students prior biases against scientific technical activities can be overcome. Programs such as ASPIRE have the potential to provide a framework for curricula and teaching strategies that will greatly influence and increase participation of female students in scientific careers. (Abbott, 1997) Descriptive Statistics for Female and Male students on the Authentic Assessment Performance of Female Students in the statewide EXPO Teaching/Learning Processes that Promote Learning for Females