Her Voice: Engaging and Preparing Girls with Disabilities for Science, Technology, Engineering, and Math Careers

Autor/inn/en	Griffiths, Amy Jane; Nash, Angel Miles; Maupin, Zachary; Mathur, Sneha Kohli
Titel	Her Voice: Engaging and Preparing Girls with Disabilities for Science, Technology, Engineering, and Math Careers
Quelle	In: International Electronic Journal of Elementary Education, 12 (2020) 3, S.293-301 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Females; STEM Education; Students with Disabilities; Barriers; Labor Market; Elementary School Teachers; Labor Needs; Labor Force Development; Gender Bias; Transitional Programs; Job Skills; Employment Qualifications; Equal Education; Training; Mentors; Elementary Secondary Education; Higher Education; Employers; Family School Relationship + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Labour market; Arbeitsmarkt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Labour needs; Arbeitskräftebedarf; Arbeitskräftebestand; Geschlechterstereotyp; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Science, technology, engineering, and math (STEM) related fields comprise the top 30 occupations expected to grow the fastest by 2026. This increase in job opportunities, coupled with the evolution of technology, is creating higher demands for diversity in the labor market. Currently all students require innovative training and support from a young age to pursue STEM careers successfully. However, women and girls with disabilities face unique barriers along the STEM education pipeline. In this paper, we report the current and projected labor market trends in the United States. We then consider how this labor market information can be used by elementary educators to engage girls with disabilities in STEM-related learning effectively. Finally, through our analysis of labor market needs and the available assessment and intervention literature, we present a science-informed framework for intervention. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01