Girls Go Beyond Blackboards towards Positive Attitudes about Engineering Abstract___________________ is a design-based learning program in afterschool innovation clubs andweek long summer camps that engages middle school students in solving real world problemsabout facing the National Academy of Engineering’s 21st Century Grand Challenges. The___________________ engineering outreach program is implemented in a primarily Latina/o,low-income community adjacent to ______, ______, a city with a strong, technology-basedeconomy, and has earned district-wide attention with early success in team-based competitions.___________________ aims to enhance interest and understanding of engineering, as well aspositively influence education and career goals for participants, and ultimately, the entire district.This study examines the effects of ___________________ on girls’ (a traditionallyunderrepresented group in engineering) attitudes about engineering. Specifically, this studyinvestigates (1) primary influences for involvement with engineering, (2) interest andengagement in engineering and design-based learning, and (3) the lasting impact of___________________ on girls’ personal, educational, and engineering progress. Variousinstruments were used to assess attitudinal changes, including student surveys, comparison tonational data (Trends in International Mathematics and Science Study), and teacher interviews.Findings indicate a positive shift in students’ interest in engineering as a career, as well as theextent of students’ educational expectations. Additionally, female role models, socialperceptions, and self-concepts are predominant in shaping girls’ experiences with engineering.By working to change engineering attitudes early, ___________________ addresses the currentnational challenge to improve K-12 education to increase career and college readiness, and toenhance the STEM labor force by eliminating stereotypes and diversifying the field’sdemographics.
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White et al. (2020) studied this question.