Gatekeepers to Science and Engineering

Abstract

Girls and women are underrepresented in many science and engineering fi elds. The gender stereotypes associated with who belongs in science and engineering (SE) disciplines are one of the reasons for this underrepresentation. Research on formal SE classrooms has shown how these stereotypes negatively affect educators’ positioning and recognition of girls as science and engineering learners. Informal SE education (ISEE) programs have shown promise for confronting stereotypes and creating environments for girls to develop SE identities based on improved interest and sense of belonging in SE. Yet, few studies have focused on the role of educators in these ISEE spaces both in terms of how they recognize girls but also the ways they position girls to perform their SE identities. To address this gap, we examine how ISE educators in two summer camps enact and implement activities that engage girls in the “doing of science” and the “doing of engineering”. Educators built on the inherent social contexts of the respective camps and gave girls the opportunity to negotiate their roles as scientists and engineers. We observed the girls engaging in collective sensemaking, initially modeled by the educators and eventually led by the girls, which mirrors the collaborative work of scientists and engineers. We also highlight a continuous feedback loop wherein educator positioning and recognition elicited SE performances and resulted in more opportunities for girls to engage in the practices of science and engineering and build their SE identity development.