An Analysis of the Relationship between ... - Girl Scouts · TITLE: An Analysis of the Relationship...

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Prepared by: Iolani Connolly, Ph.D.

An Analysis of the Relationship between Participation in Girl Scouts of Northeast Texas (GSNETX) Programming and Girls’

Attitudes and Intent in Science, Technology, Engineering and Mathematics

A Longitudinal Study funded by the ExxonMobil FoundationConducted 2013-2017

RUNNING HEAD: GSNETX Programming and Girls’ Attitudes & Intent in STEM Page 2

Table of Contents

Abstract 3

Objectives 4

Prior Research &Theoretical Perspective 5

Methods

Participants 7

Measures 7

Results

Valuation of STEM Literacy 9

STEM Self-Efficacy 11

Interest in STEM in College & Career 15

Academic Engagement & Achievement in Math & Science 19

Coursework

Programmatic Implications 20

References 21

_____________________________________________________________________________

List of Figures

Figure 1. Year-over-Year STEM Valuation Scores (Girl Scouts v. non-Girl Scouts) 9

Figure 2. Membership Tenure and STEM Valuation Scores (Girl Scouts only) 10

Figure 3. Year-over-Year Self-Efficacy in STEM (Girl Scouts v. non-Girl Scouts) 11

Figure 4. Year-over-Year Confidence in STEM (Girl Scouts v. non-Girl Scouts) 12

Figure 5. Year-over-Year Positive Gender Identity Associated with STEM Roles 12 (Girl Scouts v. non-Girl Scouts)

Figure 6. Participation in STEM Activities Outside of School 13

(Girl Scouts v. non-Girl Scouts)

Figure 7. Expressed College/Career Interest in Year 5 (Girl Scouts v. non-Girl Scouts) 16

Figure 8. Construct Scores by College and Career Aspirations (All Girls) 18

Figure 9. Academic Engagement and Achievement in Math & Science 19

(Girl Scouts v. non-Girl Scouts)


TITLE: An Analysis of the Relationship between Participation in Girl Scouts of Northeast Texas

(GSNETX) Programming and Girls’ Attitudes and Intent in Science, Technology, Engineering and

Mathematics

Abstract

This paper presents findings from a five-year study funded by the ExxonMobil Foundation conducted

between years 2013 and 2017 of 112 girls residing in North Texas. The experiences of girls during their

teen years (ages 13 to 18) were examined, as were correlations between those experiences and the

girls’ attitudes and college and career intent regarding science, technology, engineering and math

(STEM).

The findings suggest that:

Girls who have participated in Girl Scouts place a higher value on STEM literacy relative to their

non-Girl Scout peers.

Girl Scout members report more positive self-efficacy in STEM (as measured by confidence and

positive gender identity) than do non-Girl Scout with variances in positive gender identity

contributing more to the difference than confidence.

Girl Scout members who had an expressed interest and self-efficacy in science and math credit

Girl Scouts of Northeast Texas with giving them opportunities to explore college and career

paths, with many of them ultimately selecting paths involving medicine and other STEM fields in

which females are underrepresented.

In general, Girl Scouts in the study expressed more clarity around their future goals than did non

Girl Scouts.

There is a correlation between STEM-related college and career aspirations and girls’ scores in

STEM valuation, STEM confidence, STEM interest, and growth mindset- constructs which may be

positively influenced by participation in Girl Scouts.

Parental encouragement/expectation and the desire to go to college presents were cited as the

driving force behind engagement and achievement in math and science coursework in high

school (rather than a strong desire to further pursue STEM).


Objectives

The purpose of the study was to characterize the experiences of teen girls in STEM; to examine the

relationship(s) between experience and girls’ STEM-related attitudes and behaviors; and to determine

what role, if any, participation in GSNETX programming may have on girls with regards to STEM longer

term.

Specifically, we set out to explore the correlation between participation in Girl Scouts and:

Increased valuation of STEM literacy

Increased self-efficacy in STEM

Increased interest in STEM college and career paths

Greater participation in more advanced math and science coursework in school; and

Improved academic achievement in STEM coursework.

Secondary study questions included:

What types of GSNETX STEM activities, if any, have the greatest positive impact on girls?

What frequency/length of participation has the greatest impact?


Prior Research & Theoretical Perspective A review of previous studies found that attending high‐quality STEM afterschool programs yields STEM‐specific benefits that can be organized under three broad categories: improved attitudes toward STEM fields and careers; increased STEM knowledge and skills; and higher likelihood of graduation and pursuing a STEM career. Below is a brief overview of these three types of outcomes, followed by specific findings that were common across a number of the evaluations reviewed. 1. Improved attitudes toward STEM fields and careers a) Increased enrollment and interest in STEM‐related courses in school 1,7,12

b) Continued participation in STEM programs 1,3,5,6

c) Increased self‐confidence in tackling science classes and projects 2,6,13

d) Shift in attitude about careers in STEM 4

2. Increased STEM knowledge and skills a) Increased test scores as compared to non‐participants 10,14

b) Gains in knowledge about STEM careers 9,13,14

c) Gains in computer and technology skills 11,13

d) Increased general knowledge of science 5,15

e) Gains in 21st century skills, including communication, teamwork and analytical thinking 8,9,10,11,13

3. Higher likelihood of graduation and pursuing a STEM career a) High rate of high school graduation among participants 9,16,17,18

b) Pursuit of college and intention of majoring in STEM fields 13,16,17

We elected to use a broad framework for assessing girls’ experience in this study. We adapted a survey

instrument developed initially by Pamela Aschbachler et al.19 designed to explore the STEM interest and

pipeline persistence among students in grades 7-12.

We also focused on girls’ rating of their self-confidence. Self-confidence, a broad term that encompasses

self-esteem, self-efficacy, and self-acceptance, has long been important to the Girl Scouts’ mission of

developing “girls of courage, confidence and character who make the world a better place.” Developing

a Strong Sense of Self is the first outcome identified in the Girl Scout Leadership Experience, and it is

considered key to leadership attainment.20

Identifying features of OST programs that boost self-esteem and confidence for adolescent girls is

particularly important. Research has established that girls face substantial threats to self-esteem as they

transition from elementary to middle and high school. 21,22,23 Declines in self-concept are due to

biological changes affecting their appearance 24; changes in peer relationships; changes in the social

environments of school 25; and changes in family relations which may result in teens spending less time

with their parents. 26,27

Mindset of the girls was also something we deemed important. Research suggests that people can think

about intelligence as something that is stable (a fixed mindset) or as something that can be grown (a

growth mindset). Studies show that students with a growth mindset embrace challenges and perform


better over time. Individuals with growth mindsets tend to raise their hands more, ask more questions,

and seek out challenges that allow them to learn something new. Additionally, students exhibiting

growth mindsets are more likely to put extra effort into mastering tasks and view setbacks as

opportunities for additional growth. 28,29,30 Research also shows that students’ mindsets can change

through targeted interventions and interactions with adults.

Possessing a growth mindset is akin to the Girl Scout Leadership dimension of Comfort Seeking

Challenge.31 Due to this connection to Girl Scout’s leadership model, and other emerging research

related to mindset and persistence, we also included questions from the Growth Mindset Scale

developed by Stanford University in the survey.


Methods

Participants

Data was gathered between 2013 and 2017 from girls in north Texas. Girls participating in the study

were in middle school (grades six through eight) when the study began, and the girls were in high school

(grades 10 through 12) when the study concluded. In 2013, 1,200 ethnically and geographically diverse

households containing girls were emailed an invitation to participate along with appropriate parental

consents and a link to an electronic survey for girls to complete.

Initially, 528 girls elected to participate in the study (284 had no Girl Scout affiliation and 244 of whom

were Cadette Girl Scouts when the study began) with 112 (or 21.2%) participating all five years. The

attrition over five years reflects common challenges in longitudinal studies: the requirement for

voluntary participation and written parent permission every year, family mobility and change of contact

information, and participant apathy/opting out.

Of the 112 girls fully participating:

58 had no Girl Scout affiliation and 54 were current or past members of Girl Scouts;

58% self-reported as Caucasian, 22% Black/African American, 14% Hispanic, 3% Asian and 3%

Multiracial or Other;

72% attended public school, 12% private, and 6% are homeschooled;

47% were from lower socio-economic households as measured by participation in free or

reduced-price lunch programs

they live, or have lived, in one of 38 zip codes in North Texas (including urban, suburban and

rural areas).

In the final year of the study, 39% (n=44) of the girls were in 12th grade; 39% (n=44) were in 11th grade;

and 22% (n=24) were in 10th grade.

The demographic characteristics of girls who were/were not Girl Scouts were similar with two

exceptions.

(1) Parents of Girl Scouts in the study achieved higher levels of education (64% hold at least a

Bachelor’s Degree compared to 48% among non-Girl Scouts).

(2) A higher percentage of Girl Scout parents have worked in STEM-related fields to include

healthcare (43% vs. 37%).

Measures

Girls opting into the study were invited to complete a survey in the summer of each year beginning in

July of 2013 and ending in July of 2017.

The survey consisted of several sets of constructs:

Demographics. Measures included:

Ethnicity

Grade/ School type

Parental educational attainment


Parental job type

Recipient of free/reduced lunch program

Exposure and Participation in STEM activities (including through Girl Scout Programming). Measures

included:

Girl Scout Membership (Yes/No)

If a Girl Scout Member

o Number of Years in Girl Scouting

o Variety of Activity Types they participated in during Girl Scouts, e.g. Troop, Camping,

Cookies, Travel, Higher Awards, Badges, Journeys, Take Action Projects

Engagement in other out-of-school time STEM Activities (e.g. Museum Visits, Camps, Robotics

Teams, Elective reading or Projects, etc.)

Academic Measures

Self-report of grades

Level and type of courses taken in science, technology, engineering and math

Grades earned

College and Career Aspirations

Attitudinal Measures (5-pt Likert Scales)

Valuation of STEM literacy

Confidence in STEM

Interest in STEM Careers

Gender Roles

Growth Mindset

Statistical Analysis

Parametric tests included independent-samples t-tests (for comparisons between groups) as well as

paired-samples t-tests (for comparisons between occasions). The relationships between variables were

investigated using Pearson product-moment correlation coefficient. Preliminary analyses were

performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity.


Results

Valuation of STEM Literacy

The study found that girls who have participated in Girl Scouts place a higher value on STEM literacy

relative to their non-Girl Scout peers. Furthermore, higher valuation of STEM literacy correlates with

longer membership in Girl Scouts; girls with eight or more years in Girl Scouts place the highest value on

STEM literacy.

Individuals with higher STEM valuation scores acknowledge the contributions made by STEM

professionals and place more importance on acquiring the basic knowledge and skills needed to be able

to accomplish certain tasks involving STEM, e.g. making decisions regarding one’s health, voting on

policy, acquiring goods and services.

Girls in both the non-Girl Scout and Girl Scout groups started with the same indexed STEM valuation

score in middle school (µ=14.3); however, Girl Scouts’ valuation scores increased each year of the study

whereas non-Girl Scouts’ scores remained relatively flat year-over-year.

Figure 1. Year-over-Year STEM Valuation Scores (Girl Scouts vs. non-Girl Scouts) Scale= 0(low) - 20(high)

This table reads: In year 5, Girl Scouts place higher value on STEM literacy (µ= 17.4) than did their non-Girl Scout peers (µ= 14.9). In years two

through 5 the difference between groups was significant, with the magnitude of the differences are in the small to moderate range (p<.01 and

eta squared ranging between .02 and .05).

YR1 YR2 YR3 YR4 YR5

Girl Scouts 14.3 15.7 16.4 16.8 17.4

non-Girl Scouts 14.3 14.7 14.7 14.8 14.9

0

2

4

6

8

10

12

14

16

18

20

STEM

Val

uat

ion

Sco

re


Within the Girl Scout population, girls with longer membership tenures in Girl Scouts had higher STEM

valuation scores.

Figure 2. Membership Tenure and STEM Valuation Score (Girl Scouts only) Scale= 0(low) to 20 (high)

Note: Girls participating in Girl Scouts for eight or more years have higher valuation scores (µ= 18.8) than girls participating between four and

seven years (µ= 14.3) or three years or less (µ= 12.3), p<.01. The eta squared statistic (.14) indicated a large effect size.

Girl Scouts who reported participating in STEM-related badge activities as younger Girl Scouts, and

STEM-related workshops, industry tours, mentor interactions and campus-based programs as older Girl

Scouts presented higher STEM valuation scores overall.

No correlation was found between participation in activities in which STEM in not specifically recognized

and STEM valuation, meaning that girls had to know that they were learning about or doing STEM

activities to increase their valuation of STEM literacy. For example, in some cases girls had reportedly

completed science-related badge or Journey activities but remained unable to make the connection

between the scientific content or concept and the activity.

12.3

14.3

18.8

0

2

4

6

8

10

12

14

16

18

20

<3 yrs 4-7 yrs >8 yrs


STEM Self-Efficacy

The study found that Girl Scouts report more positive self-efficacy in STEM (as measured by confidence

and positive gender identity) than do non-Girl Scouts, with variances in positive gender identity

contributing more to the difference than confidence. The study also suggests that all girls may benefit

from greater exposure to and increased participation in activities that involve the use of STEM tools and

instruments.

Figure 3. Year-over-Year Self-Efficacy in STEM (Girl Scouts vs. non-Girl Scouts) Scale= 0(low) – 24 (high)

This table reads: Girls participating in Girl Scouts reported greater degrees of STEM self-efficacy in all years of the study, with the greatest

difference observed in year 3 (Girl Scout µ= 17.2 vs. non-Girl Scout µ=14.7). In all years of the study the difference between groups was

significant, with the magnitude of the differences in the moderate range (p<.01 and eta squared ranging between .04 and .06).

YR1 YR2 YR3 YR4 YR5

Girl Scouts 15.7 16.2 17.2 17.5 18.4

non-Girl Scouts 13.8 14.2 14.7 16.1 16.3

0

2

4

6

8

10

12

14

16

18

20

22

24

Self

-Eff

icac

y in

STE

M


Figure 4. Year-over-Year Confidence in STEM (Girl Scouts vs. non-Girl Scouts) Scale= 0(low) – 12(high)

This table reads: Girls participating in Girl Scouts reported greater degrees of Confidence in STEM in all years of the study. A significant

difference was observed in year 5 (Girl Scout µ= 8.5 vs. non-Girl Scout µ=7.5, p<05).

Figure 5. Year-over-Year Positive Gender Identity Associated with STEM Roles (Girl Scouts vs. non-Girl

Scouts) Scale= 0(low) – 12(high)

This table reads: Girls participating in Girl Scouts reported more positive Gender Identity related to STEM in all years of the study, with the

greatest difference observed in year 3 (Girl Scout µ= 9.5 vs. non-Girl Scout µ=7.4). In all years of the study the difference between groups was

significant, with the magnitude of the differences in the low to moderate range (p<.01 and eta squared ranging between .02 and .05).

YR1 YR2 YR3 YR4 YR5

Girl Scouts 7.2 7.4 7.7 7.8 8.5

non-Girl Scouts 6.8 6.9 7.3 7.5 7.5

0

2

4

6

8

10

12

Co

nfi

den

ce in

STE

M

YR1 YR2 YR3 YR4 YR5

Girl Scouts 8.5 8.8 9.5 9.7 9.9

non-Girl Scouts 7 7.3 7.4 8.6 8.8

0

2

4

6

8

10

12

Po

siti

ve G

end

er Id

enti

ty


We suspect, but were unable to validate, that due to the nature of Girl Scouting the Girl Scouts in the

study may have greater exposure to female role models (in STEM and beyond) than non-Girl Scouts. If

so, this additional exposure may have an impact on how girls perceive gender roles.

Emerging research suggests that increased confidence is a function of increased exposure to authentic

and engaging STEM learning activities both inside and outside of school. Although formal instruction was

not a focus of this research, this study found that girls participating in Girl Scouts report greater

participation in STEM-related activities in their out-of-school time in each year of the study. In year five,

Girl Scouts participated in twice as many activities than did their non-Girl Scout peers (µ=8.2 versus 4.0

activities per year). Additionally, average activity levels continued to climb for Girl Scouts, whereas for

non-Girl Scouts number of activities peaked in year 3 of the study and then declined. Anecdotal

evidence indicates that both opportunity and girl interest contribute to participation rates.

Figure 6. Participation in STEM Activities Outside of School (Girl Scouts vs. non-Girl Scouts) e.g. Watching a show on science, visiting a science museum, participating in a science club, building a scale model, etc.

This table reads: Girls participating in Girl Scouts reported higher rates of participation in STEM-related activities outside of school in all years of

the study, with the greatest difference observed in year 5 (Girl Scout µ= 8.2 activities per year vs. non-Girl Scout µ=4.0 activities per year).

Fully 21% of Girl Scouts reported having had the opportunity to work on science projects or experiments

in a university or professional lab versus 6% of non-Girl Scouts. Additionally, Girl Scouts consistently

outpaced non-Girl Scouts at: reading books about science, spending time outside learning about nature,

making scale models, writing computer programs or video games, using tools to build things, taking

things apart to see how they work, and designing web pages.

YR1 YR2 YR3 YR4 YR5

Girl Scouts 5.9 6.8 7 8.2 8.2

non-Girl Scouts 2.4 4.3 4.4 4.2 4

0

1

2

3

4

5

6

7

8

9

Avg

Nu

mb

er o

f ST

EM A

ctiv

itie

s P

er Y

ear


As is supported by other research, programs that emphasize ‘learning by doing’ appear to have a greater

impact on participants than do passive learning activities. Girls who express higher degrees of

confidence over time have specifically participated in:

Writing computer programs (r=.36, p<.05)

Using laboratory, test and measurement equipment (r=.33, p<.05)

Making and creating 3-dimensional or scale models (r=.31, p<.05)

Having meaningful interactions with STEM role models/mentors (r=.28, p<.05)

Using power tools to create and construct things (r=.24, p<.05),

Taking things apart to see how they work and are constructed (r=.24, p<.05), and

Designing web pages (r=.22, p<.05)

The study also suggests that all girls remain hesitant to try new things when they are not assured of their

success in advance. That said, girls who engaged in new and challenging activities were more likely to

experience confidence growth than girls who either opted out or had no doubt of their ability to succeed

in the first place.


Interest in STEM in College and Career

Girl Scout members who had an expressed interest and self-efficacy in science and math credit Girl

Scouts with giving them opportunities to explore college and career paths, with many of them

ultimately selecting paths involving medicine and other STEM fields in which females are

underrepresented.

Educators and policy makers have expressed concern about declining student interest in science-related

majors and occupations. While most students enjoy learning science at an early age, many lose interest

by high school; math and science seem irrelevant to their personal goals, and they remain unaware of

how this knowledge may be useful or required. 36,37

Preference for STEM college and career paths drives from a growing field of research on two specific

attitudes, namely interest and career aspirations. Research in these areas is emerging, with many

suggesting that students’ interests and career aspirations are largely formed by ages 12-14 and may

change little if any after that point. 19,38 Students reporting an interest in science careers in 8th grade

were three times more likely to obtain a college degree in a science field than those who did not show

that interest. 18

Similarly, girls in this study showed relatively stable levels of interest in science and math over time. For

example, 78% of girls who reported having strong or very strong interest in science and math in 8th

grade, also expressed strong or very strong interest in 12th grade. Many of the girls with interest

reported that their interest had been sparked before the study began- either because of an interesting

teacher/class or something they had encountered outside of school. Conversely, 100% of the girls who

expressed very little or no interest in science and math in 8th grade also reported very little or no interest

in science and math as seniors in high school.

While interest shifted little over the course of the study, changes were noted in girls’ career aspirations.

Girl Scouts expressed greater clarity around college and career paths than did non-Girl Scouts, with

fewer Girl Scouts expressing that they were “undecided.” Girls with low interest and confidence in

science and math have not gravitated towards career aspirations in STEM. However, Girl Scouts who

expressed early interest in science and math who also expressed confidence in the subject matter had

greater interest in pursuing STEM fields (50%) in the final year of this study than did their non-Girl Scout

peers (31%).

In general, girls continue to be drawn to medical fields; however, more than twice as many Girl Scouts

expressed interest in underrepresented STEM fields (26%) as did non-Girl Scouts (12%). This is

particularly noteworthy since many of the girls were actively applying to colleges and/or programs, or

heading to college when surveyed.


Figure 7. Expressed College/Career Interest in Year 5 (Girl Scouts vs. non-Girl Scouts)

This table reads: Fully 50% of Girl Scouts study have expressed intent to enter STEM college and career paths (24% in STEM Medical fields and

26% in other STEM fields in which females are currently underrepresented).

Girl Scouts in the study who have just completed 12th grade (n=20) are all college-bound and have

declared the following majors:

Non-STEM Political Science Marketing/Advertising Criminal Justice Social Work International Relations Journalism Elementary School Teacher Non-Profit Management

STEM-Medical Pre-Med Nursing Occupational Therapy Pharmaceuticals Midwifery

STEM-Other Engineering (Mechanical, Chemical, Electrical, Biomedical) Math Statistics Computer Science/Programming

Undecided non-STEM STEM-Med STEM-Other Total STEM

Girl Scouts 13% 35% 24% 26% 50%

non-Girl Scouts 22% 47% 19% 12% 31%

0%

10%

20%

30%

40%

50%

60%


Studies have shown that students’ outcomes and attitudes are correlated with parental aspects. 32, 33

Other researchers concluded that students whose parents have had more years of education are more

likely to say that they enjoy science and have a future orientation towards science. Also, students who

have a parent working in a science-related career report higher levels of enjoyment and future

orientation towards the subject. 34 That held true in this study as well; girls who had at least one parent

working in a STEM field were twice as likely to prefer a STEM career themselves. Thus, it is again

important to note that the parents of Girl Scouts in the study were more likely to work in a STEM-related

field (43% vs. 37%) and the Girl Scout parents also achieved higher levels of education (64% hold at least

a Bachelor’s Degree compared to 48% among non-Girl Scouts).

That said, 24 of the 25 Girl Scouts choosing STEM fields are among those with the highest tenure (eight

or more years as Girl Scout members). Furthermore, of the 15 Girl Scouts selecting “STEM-Other”

disciplines (fields in which females are underrepresented), 86% (n=13) credit Girl Scouts with influencing

their decisions at least moderately with 62% (n=8) stating that Girl Scouts influenced their decision to a

very large extent. Those girls cited involvement in the volunteering and ‘take action’ projects, career

exploration and other STEM exposures as helping them chart a course for their future.

[Girl Scouts] helped me see that there were a lot of different career paths I could take, as

long as I was passionate about it, I should go for it.

-18 year old, 10+ years in Girl Scouts, University of Connecticut- Computer Science major

Girl Scouts has been influential in my life in many ways including college and career,

particularly giving me an early interest in STEM and volunteer activities.

-18 year old, 8+ years in Girl Scouts, Texas A & M- Math major

Girl Scouts introduced me to new opportunities, I did not know existed. While participating

in Girl Scouts College Journey at UTD, and there I was able to meet students and faculty

studying and working with content I found most interesting. Girl Scouts also helped me see

how important it is to enter a STEM career and change stigmas.

-18 year old, 10+ years in Girl Scouts, University of Texas at Dallas- Biochemistry major

I had always enjoyed math and science but Girl Scouts is what introduced me to STEM. We

learned about STEM at school, but they only covered the subjects not the employment

options.

-18 year old, 10+ years in Girl Scouts, University of North Texas- Mechanical Engineering

major/ Mathematics minor

Girl Scouts introduced me to the careers in technology, which have influenced my choices

in high school courses and in turn my college decisions so far.

-18 year old, 10+ years in Girl Scouting, UT Austin- Computer Programming major

Being a part of Girl Scouts and participating in its activities has allowed me more exposure

to college, education, and different options for my future.

-17 year old, 10+ years in Girl Scouts, Applying to UT Austin for fall 2018 admissions


In Girl Scouts, I was able to put my love of science into action. I purchased and donated 10

LED microscopes and used them in teaching a science camp for my gold award project.

-18 year old, 10+ years in Girl Scouts, Georgia Institute of Technology, Biomedical

Engineering major

From early on, Girl Scouts challenged me to do more and be more. It started with camping

as a Brownie, when my troop and I got out of our comfort zones and learned we should

embrace the unknown as an adventure instead of fear it. As an older Girl Scout, I was able

to explore out and see parts of the world others did not have the opportunity to see

through the Destinations travel program. These types of experiences developed in me a

greater sense of how I could use my interest in science to make the world a better place.

-18 year old, 10+ years in Girl Scouts, Emory University, Statistical Sciences major

All girls with STEM-related college and career aspirations had stronger scores in a multitude of

constructs, including STEM valuation, STEM self-efficacy, STEM interest, and growth mindset, relative to

other girls, and girls interested in underrepresented STEM fields had the strongest scores of any other

comparison group, including those girls interested in pursuing medical fields.

Figure 8. Construct Scores by College and Career Aspirations (All Girls)

College & Career Aspirations

STEM Valuation (µ)

Scale=0(low) – 20(high)

STEM Self-Efficacy (µ)


STEM Interest (µ)


Growth Mindset (µ)

Scale=0(low) – 20(high) Non-STEM n=46

13.4 12.8 12.1 12.7

STEM-Medical n=24

14.9 16.4 14.4 15.7

STEM-Other n=23

17.3 22.8 18.9 18.0

This table reads: Girls with an interest in pursuing STEM fields in which females are underrepresented (“STEM-Other”) score higher than other

girls in STEM Valuation, STEM Confidence, STEM Interest, and Growth Mindset. Note: STEM Self-Efficacy is a function of both STEM Confidence

and Positive Gender Identity for the purposes of this study. The magnitude of the differences in the means is moderate (eta squared values

ranging from .04 to .06, p<.05).

All girls in the study stated that interest in their work, doing something that they are good at, and having

a steady job are the most important factors in choosing a career.


Academic Engagement and Achievement in Math and Science Coursework

Parental encouragement/expectation and the desire to go to college presents were cited as the

driving force behind engagement and achievement in math and science coursework in high school

(rather than a strong desire to further pursue STEM).

Prior studies cite “interest” as the most important factor in choosing which classes to take. 35 In this

study, interest in STEM correlated with STEM-related college and career plans but did not correlate with

any significance to participation and achievement in STEM coursework in high school. Qualitatively, girls

reported the desire to please parents/teachers and the desire to go to college as the primary factors

influencing coursework decisions. This held true for both Girl Scouts and non-Girl Scouts.

Figure 9. Academic Engagement and Achievement in Math & Science- Girl Scouts and non-Girl Scouts

Number of PreAp/AP STEM Courses Completed in High School to date (µ)

Grade Point Average in STEM

Courses (µ)

Number of PreAp/AP Courses Completed in

High School to date

Cumulative Grade Point Average in all Courses in

High School to date

Girl Scouts, n=54 4.8 3.51 8.3 3.55

Non-Girl Scouts, n=58 4.6 3.49 8.1 3.53 This table reads: Girls participating in Girl Scouts have taken, on average, 4.8 PreAp/AP STEM courses to date whereas non-Girl Scouts have

taken 4.6 PreAP/AP STEM Courses to date.

Similarly, while possession of a growth mindset correlated with academic engagement, there was no

significant difference between Girl Scouts and non-Girl Scouts with regards to mindset in this study.

Fully 95% of all girls participating in the study said they planned to attend a 4-year university. Most girls

elected to take advanced courses in all topics to demonstrate their capabilities across curriculum,

improve their grade point averages, and strengthen their college/scholarship applications.


Programmatic Implications

Continuing to offer a breadth of opportunities for younger Girl Scouts to explore how the science and math they are learning in school is related to real world application may help spark interest on which to build in later years. Examples of this may include: badge work, Journeys, field trips, meet-a-scientist events, and “take action” projects involving STEM components.

STEM programs that speak implicitly about science and math are more likely to help girls recognize the applicability of science and math and the value that STEM literacy has; thus, it is important to help staff and volunteers effectively incorporate science and math terminology and tools into activities.

For girls to grow in confidence, they must be outside of their comfort zones; they also must have the necessary tools and support to ensure success at their disposal.

Targeted interventions and interactions with adults intended to help girls shift from fixed to growth mindsets may better equip girls with the skills they need to grow in comfort seeking challenge.

Girls who remain active in Girl Scouts as teens have additional opportunities for growth; they may, for example, continue to grow in STEM valuation, self-efficacy, and mindset as they meet with additional exposures and challenges provided through Girl Scout programming. Tenure, coupled with quality targeted programming, appears to be of greater benefit to older girls than frequency of participation.

Many girls are academically prepared for college but still need help determining what it is they want to do beyond high school. While it may be difficult to create STEM interest in older girls, demonstrating how STEM fields (particularly those in which females are underrepresented) align with their existing interests and capabilities may help them consider STEM-related career fields. Specifically, STEM-related workshops, industry tours, mentor interactions and campus-based programs are beneficial.

It may be worthwhile to directly engage parents, when possible, in activities pertaining to college and career preparation. In particular, parents without strong academic preparation and parents without STEM backgrounds may not be fully aware of the range of possibilities that exist for their daughters and, consequently, may not know how to best support their daughters as they prepare for their futures.

Expanding programming to a broader base of girls and their parents would increase access and opportunities for females in our community to benefit.


References

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http://onlinelibrary.wiley.com/doi/10.1002/tea.20353/abstract



https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

https://www.ncbi.nlm.nih.gov/pubmed/17328703

https://www.ncbi.nlm.nih.gov/pubmed/23163438

http://www.girlscouts.org/content/dam/girlscouts-gsusa/forms-and-documents/about-girl-scouts/research/transforming_leadership.pdf

http://www.girlscouts.org/content/dam/girlscouts-gsusa/forms-and-documents/about-girl-scouts/research/transforming_leadership.pdf

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