Gender imbalance in the technology sector is a long-standing issue. For several decades, Computer Science (CS) outreach activities have become an established strategy for encouraging girls to pursue courses and careers in the field of computing. However, it is not clear how impactful these initiatives are, or what elements make them valuable. A…

There is currently a lack of diversity in the discipline of statistics. In order to provide opportunities within the discipline of statistics to diverse groups, the present study presents a detailed description and evaluation of a one-credit workshop and mentoring program for undergraduate women interested in exploring opportunities within…

The purpose of this mixed-methods study was to explore the impact of informal STEM education on underrepresented middle school girls. The study took place within the context of the EUREKA! summer program, a collaboration between Drexel University's Department of Civil, Architectural, and Environmental Engineering and Girls Inc. of Philadelphia and…

Purpose: While women earn an equal proportion of undergraduate degrees in biomedical engineering, there is a significant decline in female representation at the graduate and faculty levels. Prior studies suggest that an inclusive environment could increase female retention in engineering, and there has been increased interest in adding elements of…

Black women undergraduates are represented in low numbers in science, technology, engineering, and mathematics (STEM) fields. Research studies have lacked data outlining the compounding effects of the intersectional, gendered, and racialized experiences they often face in their programs of study. Participation in kinship networks may be a critical…

Higher education has long recognized women's numerous challenges in undergraduate engineering programs. Several factors contribute to this lack of belonging, including a lack of diversity among student populations, microaggressions, prejudices, and traditions still rooted in male customs. An overlooked factor that may help foster a sense of…

Female teachers in Mathematics and Science often face persistent challenges related to limited content knowledge, low self-efficacy, and underrepresentation in STEM fields. These barriers hinder their professional growth and impact on the quality of STEM education. This study aimed at investigating the contribution of Continuous Professional…

This dissertation addressed the underrepresentation of African American women attaining doctoral degrees at universities across the nation. It also explored the McNair Scholars Program, and the role the program played in preparing African American female students for graduate school and completion of the doctoral degree. In line with the…

Existing research has found that when a journal transitions from single-blind review to double-blind review, female authorship increases. This article reports the findings of a first-of-its-kind study designed to measure if transitioning to triple-blind review would further reduce gender bias in academic publishing. The findings as to whether…

The United States higher education system has developed strategies to prepare students for Science, Technology, Engineering, and Math (STEM) careers as the STEM labor market expands. One set of educational interventions, known as STEM Intervention Programs (SIPs), employs extracurricular activities to engage and retain STEM major students. These…

While there is an accelerating demand for professionals in Science Technology, Engineering, and Mathematics (STEM) careers, African-American females (AAF) continue to remain disproportionately represented. Increasing the representation of AAF in STEM is vital to the U.S. workforce. Considerations of both external and internal barriers that impede…

My dissertation addresses three studies which ask broadly: What are the predictive metrics of functioning AS-CTE pathways? Can students' perceptions of these pathways be changed? Are these pathways equitable for female students? In my first study, I take a step toward better understanding the metrics that explain functioning AS-CTE pathways.…

The underrepresentation of Black women in science, technology, engineering, and mathematics (STEM) is a long-standing issue. According to the National Science Foundation (2019), Black women hold less than 10% of STEM degrees, while only 2% work in STEM fields. These disparities can be attributed to structural inequities related to the STEM…

Research over the past three decades on the gender gap in STEM (science, technology, engineering and math) has consistently found an underrepresentation of females pursuing STEM degrees and careers. This is, at its foundation, an educational ethics issue. Schools at all levels, ranging all the way from middle school to graduate school, have a…

The American Institutes for Research® (AIR®) partnered with Girls Who Code (GWC) to conduct an independent study evaluating the effectiveness of two GWC summer virtual programs, the Summer Immersion Program (SIP) and the Self-Paced Program (SPP), on promoting the pursuit of Computer Science (CS)-related postsecondary education for high school…