Critical Reviews
University of Valencia
Women in Science, Technology, Engineering, and Mathematics: Closing the Gender Gap View Digital Media
Paper Presentation in a Themed Session Tara Nelson
A growing body of research has shown the value in teaching Science, Technology, Engineering, and Mathematics (STEM). STEM concepts support the development of thinking, collaboration, and problem solving. In spite of all of the benefits, a gender gap has been shown between male and female students with far fewer female students pursuing STEM subjects in school. With increased focus and effort by educators, this gap can be reduced and female participation in STEM can increase. This paper will focus on the effects of gender related stereotypes regarding females involved in (STEM) related fields. These stereotypes as well as other factors are leading to underrepresentation by females in STEM disciplines. The objective of this paper is to identify the main gender stereotypes and examine ways to increase girls’ participation and interest in STEM. This paper provides educators with resources to engage their female students in STEM and encourage them to pursue STEM related careers post-college. A literature review and critical analysis provides the basis of the paper. A conclusion is drawn that gender stereotypes can be counteracted by educators through after school clubs, working with female role models, and changes to curriculum and pedagogy leading to an increase in their female students’ enthusiasm and interest in STEM. Closing the gender gap in STEM is possible with a commitment from educators along with mindset changes in cultures.
Diversity of Purposes: Ethical Intentions and the Collaborative Learning Process
Paper Presentation in a Themed Session Donald Hoepfer, Geraldine Hider
The intentions to learn and to teach might not be a unifying purpose but these intentions can bring about a unifying outcome. Common ground is found by embracing the diversity of student backgrounds and purposes, not by overwriting them. Diversity of purposes is a model for adult, community, and professional learning that aligns the facilitator with students. Alignment recognizes that students approach the learning environment with diverse backgrounds, languages, histories, and cultures. Adult learners are also in the learning environment for purposes that are unique to them and might not be known by the facilitator. Ethics is essential in promoting a collaborative environment in which learning emerges as a shared outcome. Facilitators who maintain an ethical mindset to respect three vital intentions to prevent harm, do no harm, and avoid harm to their students will be mindful of their purpose as educators and of the need to respect their students as potential learners, and to hold a willingness to invite students to the learning process as collaborators with diverse purposes. This paper features a multi-leveled ethical assessment model that extends from the three vital intentions and demonstrates its applications in adult, community, and professional learning.
Reconceptualizing Disability in Education: A Responsive Approach to Inclusion View Digital Media
Paper Presentation in a Themed Session Luigi Iannacci
Research that is the focus of this study provides a critical exploration of discourses and pedagogies that inform how disability is understood and responded to within education. Narratives constructed throughout classroom based ethnographies are critically explored and used to establish alternative ways of instructionally responding to students with disabilities in order to forward an asset-oriented model of disability and inclusion. This responsive model rejects deficit focussed identities assigned to students with disabilities and the limited and limiting pedagogies and life course options made available to them consequentially.
