Author(s)

Florence F. McCann¹, Edmund A. Marek¹, Carell Falsarella²

¹Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, OK, USA.
²Norman Public Schools, Norman, OK, USA.

This study examined how an informal science educator-elementary school teacher partnership based on a coordination relationship (Weiland & Akerson, 2013) operated in the development and implementation of a STEM (Science, Technology, Engineering and Mathematics) Club for girls. A case study methodology was used to understand how the informal science educator-elementary school teacher partnership functioned in the context of the STEM Club. Images of scientists and engineers drawn by the girls before and after participation in the STEM Club were written artifacts used to assess the girls’ perceptions of scientists and engineers. The girls maintained the traditional images of scientists that they brought to the Club, modified, however, to include more female images after participation in STEM Club. The girls’ perceptions of engineers changed dramatically from non-existent or mechanics/ repairmen to realistic images of engineers, including female images, involved in design, laboratory investigation and testing activities. The percentage of female images drawn by the girls increased by 30% and 42% for scientist images and engineer images, respectively.

Educator Partnerships, Engineer Stereotypes, Gender Issues, Gifted Education, Scientist Stereotypes

McCann, F. , Marek, E. and Falsarella, C. (2016) An Informal Science Educator/Elementary School Teacher Collaboration: Changing Fifth Grade Girls’ Perceptions of Scientists and Engineers. Creative Education, 7, 2459-2475. doi: 10.4236/ce.2016.716234.