Date of Award

Fall 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Yasha Jones Becton

Abstract

The purpose of this mixed-methods action research study was to explore the impact of an online STEAM Program for young girls ages 7-10. The researcher sought to understand how girls this age internalize the stereotype “boys are better than girls.” Especially this idea that boys are better in school when it comes to subjects in STEM (Science, Technology, Engineering, and Math). This study aimed to understand if increasing girls’ access to STEAM education made an impact on gender stereotypes and mindsets.

This study could be used as a resource for schools using virtual learning methodologies to deliver instructional content. The STEAM program delivered in this study was online and required “minimal help” from parents. Curriculum design included hands-on science experiments (including clean up) and schoolwork aligned with the Next Generation Science Standards (NGSS), Common Core ELA/Literacy (CCELA), Common Core Math Standards (CCMS), National Core Art Standards (NCAS), Engineering Design Standards (EDS), and International Society for Technology in Education Standards (ISTES). The approach of the action research was through the lens of Empowerment Theory and Feminist Theory to engage young girls in a deeper understanding of STEAM education.

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