The Impact of Robot Projectson

Girls' Attitudes TowardScience and Engineering

Jerry Weinberg, Associate ProfessorDept. of Computer Science

Susan Thomas, ProfessorJonathan Pettibone, Assistant Professor

Dept. of Psychology

Mary L. Stephen, Associate ProfessorReinert Center for Teaching Excellence

Cathryne SteinKISS Institute for Practical Robotics

Funded by the National Science FoundationDivision of Human Resource DevelopmentGrant # HRD-0522400

Overall Research QuestionDoes participation in robotics educational programs, have an impact ongirls’ perception of their abilities and interests in STEM areas?

Achievement-Related ChoicesExpectancy-value theory considers that individuals’choices are directly related to their “belief abouthow well they will do on an activity and the extentto which they value the activity” [Eccles]

Specific Research QuestionsWhat is the utility of the psychological components of theexpectancy-value theoretical for understanding the role ofgender differences in STEM-related choices?

Impact of conditions surrounding participation:The gender make-up of the team (all girls vs. mixed gender)

With respect to a girl’s involvement in the roboticsprogram, what impact does involvement have:

on her perceptions of: gender roles; and STEM activity stereotypes?on her long term goals in STEM areas?on her expectations of success in STEM areas?and on her STEM-related short term and long term academic and careerchoices?

The StudyQuantitative and qualitative study36 Botball teams: 24 mixed gender, 12 all girls

7th gradeHave not participated previously in BotballTeam size 6 - 10Total subjects: 225 girls, 99 boys

4 teams participated in the qualitative studySchool #1: All-girl team, private, religious affiliatedSchool #2: All-girl team, suburban, publicSchool #3: Mixed-gender, urban, public, 100% minoritySchool #4: Mixed-gender, rural, public

Methods: Quantitative Study

The effect of the Botball program was tested in awithin-subjects manner, by testing the participantsthree times.

prior to beginning the program (pre)immediately following completion of the program (post)end of the following academic year (follow-up) to test thelonger-term effects of the program

This provided a measure of change in expectationsand choices due to participation

MaterialsA modified version of the Michigan Study of Adolescent and AdultLife Transitions (MSAALT)

Perceptions of Socializer’s Beliefs, Expectations and AttitudesParental Advice of Future Plans

Perception of Gender RolesTraditional Sex Roles Attitude Scale

Perception of Activity StereotypesJob Identity Formation, Possible Jobs

Goals and Self-Schemata – Long Term GoalsGeneral Academic Interest/Utility Scale

Goals and Self-Schemata – Self-Concept of One’s AbilitiesGeneral Academic Self-Concept of AbilityMath Self-Concept of AbilityPhysics Self-Concept of Ability

Expectation of SuccessEfficacy for Science-Related Jobs

• Perception of mentor effectiveness– Bennett, Tsikalas, Hupert, Meade, and Honey (1998)

Qualitative Study

Gain an understanding of girls’ unique and personalexperiences and what effects participation may haveon their future decisions.

Data were collected from several sourcesinterviews of parents, mentors and studentsobservation of team sessionsvideotapes by both researchers and student participants ofteam sessionsdocumentation and blog entries produced by the teammembers

AnalysisMultivariate analysis of variance (MANOVA)

ANOVA with several dependent variablesStructure equation modeling (SEM)

models of relationships between multiple variables in complexsystems where both direct and indirect relationships betweenvariables existHow well does fit Eccles’ model of expectancy-value theory?

Qualitative interpretationCombining the qualitative and quantitative results

Experimental Results (so far)The expectancy-value model was a good fit

Beliefs in traditional gender roles led to negative self-concepts of ability which in turn ledto lower expectations for success in science and math

IAT evidence corroborate this resultLower expectations for success led to less positive attitudes about careers in theseareasConversely, a rejection of traditional gender roles led to a higher positive self-concept ofone’s ability in science and math which led to greater expectations for success in theseareas and more positive attitudes for these careers

GenderRoles

Self Concept

ExpectationsOf Success

AchievementRelatedChoices

-.25 .91 .41

Note: All paths are significant.

Experimental Results (so far)Attitudes of girls towards a career in engineeringsignificantly increased

due to participation in Botball decreasing the acceptanceof traditional gender roles

Girls in the mixed-gender teams with perceivedeffective mentors experienced an increase in self-concept and increased expectations of success inscience and mathInterestingly, self-concept and expectations ofsuccess changed little for girls in all-girl teams,regardless of mentor effectiveness

Some Qualitative ResultsIncreased interest in computers

Prior to experience students viewed computers as wordprocessors and web browsers; students expressed interestin what computers could do and taking computerprogramming coursesGirls on mixed gender teams were more likely to chooseprogramming over building the robot

Negative effect of males on girls’ confidenceIn the presence of males girls expressed self-doubt andincreased inattention

Parental influenceParents encouraged involvementMothers were more aware of what activities were occurring.

ConclusionsParticipation in Botball and similar programs mayhelp to reduce the gender gap in science andengineering

Reducing beliefs in traditional gender rolesIncreasing positive attitudes about engineering andscience, and careers in these areas

Given that the Botball program lasts only sevenweeks, results indicate that short-term, well-structured programs may be particularly promisingin encouraging girls to pursue STEM areas forstudy and careers