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STEM, Women and Gender Stereotypes

Original Venture Beat article:
http://venturebeat.com/2015/06/20/are-girl-focused-engineering-toys-reinforcing-gender-stereotypes/


Another useful perspective on STEM, women and gender stereotypes from

Are Girl-Focused Engineering Toys Reinforcing Gender Stereotypes?

theodp writes:
VentureBeat's Ruth Read casts a skeptical eye at current rage of toy segregation meant to inspire tomorrow’s leaders in STEM: "Toys geared at girls serve to get them interested in coding and building when they’re young, hopefully inspiring their educational interests down the road. But these gendered toys may be hurting women by perpetuating a divide between men and women." Read concludes, "Ultimately, girls (who will become women) are going to have to learn and work in a world where genders are not segregated; as will men. That means they need to learn how to interact with one another as much as they need to be introduced to the same educational opportunities. If STEM education is as much for girls as it is for boys, perhaps we should be equally concerned with getting boys and girls to play together with the same toys and tools, as we are with creating learning opportunities for girls."

Senate approves ECAA with support for STEM and CTE, Arts

Various sources:

The conference committee is expected to strengthen accountability measures within the bill and continue to require states to identify and support schools that need additional assistance to serve their most vulnerable students.

Earlier this Spring, ECAA suggested major progress, but educators used the amendment process in July to persuade lawmakers to improve the bill. 

The best news for STEM is support for STEM and CTE subjects and teachers.  The ECAA provision based on Sen. Merkley’s (D-OR) STEM Education in the Global Economy Act, which is designed to increase student access to courses in STEM education subjects and provide additional resources to recruit, train, and support teachers of these subjects.

This past week, the Senate approved amendments to make career and technical education a core subject, to protect student data privacy, to require school districts to inform parents of state or local policies regarding “opting out” of standardized tests, to require states to set a cap limiting time spent on tests and to establish a full-service community schools grant program. Other electives were also included in the "core".  

Sharon's Livebinder site

Secondary STM 502 –– Newport News STEM Cohort