Research
Building Their Future: Girls and Technology Education in Connecticut
Authors:
Suzanne Silverman ,
Connecticut Women’s Education and Legal Fund, US
About Suzanne
Conducts research and manages the Vocational Equity Research, Training, and Evaluation Center, a project of the Connecticut Women’s Education and Legal Fund, Hartford, Connecticut.
Alice M. Pritchard
Connecticut Women’s Education and Legal Fund, US
About Alice
Conducts research and manages the Vocational Equity Research, Training, and Evaluation Center, a project of the Connecticut Women’s Education and Legal Fund, Hartford, Connecticut.
Abstract
Why do a disproportionate number of girls turn away from math, science and technology? Research into the teaching of math and science in schools has identified a number of factors which are critical, but there has been very little attention given to technology education. In How Schools Shortchange Girls, the American Association of University Women (AAUW, 1992) reviewed the available literature. Despite the fact that there was no evidence of any innate differences in ability between men and women, they found significant differences in participation and achievement rates in math, science and technology.
How to Cite:
Silverman, S., & Pritchard, A. M. (1996). Building Their Future: Girls and Technology Education in Connecticut. Journal of Technology Education, 7(2), 41–54. DOI: http://doi.org/10.21061/jte.v7i2.a.4
Published on
22 Mar 1996.
Peer Reviewed
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