Gender Diversity in Science, Technology, Engineering and Mathematics Education (GDSE)

The program seeks to broaden the participation of girls and young women in all fields of science, technology, engineering, and mathematics (STEM) education by supporting research, demonstration, and dissemination projects that will lead to change in education policy and practice. Typical projects will investigate gender-related differences in learning; gender-related differences in educational experience, interest, and performance; and pedagogical approaches and teaching styles that are gender-neutral or encouraging to female students. The findings and outcomes of the program will lead to understanding, for example, how to maintain the interest of students in science after middle school, how to bring more students into elective high school mathematics and advanced placement science courses, and how to increase enrollments in undergraduate studies in STEM, particularly in physical sciences, engineering and computer sciences. Large requests that will engage many student or educator participants are expected to involve multiple partner institutions. Proposals are received on two different deadlines during the year, depending on areas of emphasis. The Gender Diversity in STEM program has been funding this scope since 1993, under the prior names "Program for Women and Girls" (PWG) and "Program for Gender Equity in Science, Mathematics, Engineering and Technology" (PGE).

One of the National Science Foundation's (NSF) key strategic goals is to invest in People: to develop a diverse, internationally competitive and globally-engaged workforce of scientists, engineers and well-prepared citizens ( see https://www.nsf.gov/od/gpraplan/gpraplan.htm). Thus investments are directed at programs that strengthen scientific and engineering (S&E) research potential, and S&E education programs at all levels and in all S&E fields. These outcomes are essential to the Nation as we progress toward an increasingly technological job market and a scientifically complex society.

The Division of Human Resource Development (HRD) manages a portfolio of programs that aim to broaden the participation of traditionally underrepresented groups in science, technology, engineering and mathematics (STEM) learning and in the STEM workforce. Programs are in place to address the learning, interest and participation of women, underrepresented minorities (African-American, Hispanic, Native American), and persons with disabilities, at all levels.

The program for Gender Diversity in Science, Technology, Engineering, and Mathematics Education seeks to build resources - developing the Nation's knowledge capital, social capital, and human capital -- toward the goal of broadening the participation of girls and young women in STEM education from kindergarten through undergraduate education.

• Research projects in the area of gender-based barriers or incentives to learning science and mathematics are intended to advance our knowledge of how girls learn science and mathematics, in informal and formal educational settings, and what factors increase their interest to engage and persist in STEM studies. Planning for full research proposals is also supported.

• Demonstration projects apply research findings about girls' learning preferences in the design of new curriculum materials, services, pedagogy, or instructor development programs, which can be institutionalized and replicated if they are proven successful. In particular, teacher and faculty development demonstrations test new ways to integrate the understanding and awareness of gender-inclusive practices into pre-service and in-service professional development programs and into professional standards and policies. It is anticipated that participants in demonstration projects will benefit from the learning experience and assimilate new behaviors. Large complex proposals are expected to involve multiple partner institutions. Planning for full demonstration projects is also supported.

• Dissemination projects take material or model approaches or information to significant national audiences, especially to the broader education community.

A. ISSUES

Issues of concern underlying the need for the Program include:

• Girls tend to lose interest in science during middle school;

• Relatively fewer girls enroll in elective and advanced high school science and mathematics courses to prepare for college;

• Relatively fewer girls enter undergraduate studies in STEM disciplines, particularly in physical sciences, computer sciences, and engineering;

• Disproportionately few of the young women who graduate in STEM disciplines continue on to attain graduate degrees in physical sciences, computer sciences, and engineering.

Statistical profiles of participation, with analyses, are documented in Trends in Educational Equity of Girls and Women (National Center for Education Statistics, U. S. Department of Education, NCES 2000-030) and the biannual publication Women, Minorities, and Persons with Disabilities in Science and Engineering (National Science Foundation, NSF 00-327),among others. (See https://www.nsf.gov/sbe/srs/nsf00327/start.htm.)

B. GOALS

The goal of Gender Diversity in STEM Education (GDSE) is to advance participation of women and girls in STEM, in accord with NSF's goal of a diverse science and engineering workforce. In the context of that overarching goal, the GDSE program supports activities that address the following types of objectives.

Research

• To discover and describe gender-based differences and preferences in learning science and mathematics, K-16;

• To discover and describe barriers to female students' interest in and performance of science and mathematics skills in informal and formal educational settings;

• To increase the knowledge of organizational models that lead to more equitable and inviting STEM educational environments, K-16;

• To increase national research capacity in the field of gender and STEM education by encouraging new researchers and research-oriented education practitioners.

• To develop and evaluate research-based learning tools, pedagogical approaches and service or support programs that enhance the interest and persistence of female students in STEM studies through the undergraduate level;

• To evaluate methods of introducing instructional methodologies and teaching behaviors which research indicates may be particularly gender-equitable or female-friendly among informal science education providers, pre-service and in-service K-12 teachers, as well as pre-service or in-service undergraduate faculty;

• To evaluate methods of introducing research-based gender-equitable and non-traditional education and career counseling among adults, i.e., instructors, counselors, parents, etc., who influence students in formal and informal educational settings.

• To extend to significant audiences awareness and information about research-based and demonstrated strategies and practices to increase the participation of girls and women in STEM education and workforce, in order to inform educational practice;

• To catalyze new thinking and future action among educational institutions by convening conferences, workshops, or symposia that are not possible at regular meetings of professional societies.

Planning for complex demonstration or research projects is also supported.

The goals of the GDSE program, which originated in 1993 under the name "Women and Girls," parallel those of many other education and diversity programs at NSF except that they emphasize gender aspects.

C. DESCRIPTION

RESEARCH

Proposals in the Research area may seek to enhance the multidisciplinary understanding of STEM learning to the extent that differences are manifest based on gender. Behavioral, cognitive, affective, and social differences may be investigated using methods of sociology, psychology, anthropology, economics, and statistics disciplines .

Many educational approaches, curriculum materials, and technological tools to mediate the learning process have been developed without the benefit of a strong research foundation, and without the benefit of considering gender differences. Competitive proposals will incorporate relevant advances in research methodologies and theoretical models. They should capitalize on the development of new instrumental, computational or statistical methods, models, and tools of observation and analysis.

Proposals for research projects should include testable hypotheses and carry the expectation that the results obtained will be of sufficient significance to merit peer review and publication. They should present the disciplinary and conceptual framework for the study. If a population sample is used, the proposal should describe the sample, rationale for sample selection, and the project's access to the sample population.

The effort should serve to provide a research foundation for educational approaches, curriculum materials, and technological tools that are already developed or can be developed in the future, bridging research and educational practice in settings such as classrooms, informal learning sites, and technological learning environments (e.g., non-academic technological education). The research foundation is assumed to provide a strong base of support for sustained improvement in science and mathematics educational practice. Strong research designs will produce rigorous, cumulative, reproducible, and usable findings.

Investigators might:

• Investigate whether boys or girls have learning differences that are not accommodated by traditional approaches to teaching science and mathematics. For example, different conceptual strengths and weaknesses in learning certain math skills, different timing needs, different retention patterns, different preferences among computer interface features, interests in social interaction while learning, and interests in the social relevance and application of science experiments.

• Explore whether social and psychological patterns of boys or girls in our society affect learning.

• Explore the socialization of males and females in our society that precludes or inhibits access, encouragement, support, and acceptance for interest in math and science topics. For example, assumptions or "gender schema" about appropriate careers, assumptions about the use of tools and technology, assumptions about the difficulties of embarking on or succeeding in a science or technology career.

Planning Grants for Research. Available for activities required prior to development of a full research project. The maximum award size is $30,000 with award duration up to 18 months. Planning Grant proposals are to be written in accordance with the general guidelines contained in the NSF Grant Proposal Guide (GPG).

DEMONSTRATION

Proposals for Demonstration projects will build on research findings and employ methods to determine the effectiveness of new learning tools, pedagogies, professional development programs, or student programs and services in order to produce outcomes. All applicants should review the section Outcome Measures (below).

Investigators might:

• Design informal and formal educational experiences that intervene and reverse traditional patterns of low participation; encourage girls' interest, enthusiastic participation, and election of continued study in math and science; increase confidence; and give girls positive images of math and science learning and careers.

• Design seminars, workshops, online courses, tutorials or other curriculum and approaches to teaching adults in the K-16 educational setting about the issues and interventions that are available. For example, adding modules to pre-service teacher education, developing standards for gender and multicultural teaching competency, conducting workshops combined with applied learning in student service programs for in-service teachers, holding seminars for pre-service and in-service undergraduate faculty, or mentoring between adults in order to assimilate new concepts and apply them in teaching practice.

• Work to integrate awareness of gender bias in educational environments, and change organizational commitment, policy, and action to remedy underrepresentation through student and faculty programs, for example, undergraduate departments in engineering, physical science, or computer science making a concentrated effort to increase recruitment and retention.

• Revise or produce new courses and curriculum that are gender-neutral or appeal particularly to girls and young women. For example, ways of teaching math that utilize girls' verbal skills, sequencing material in computer science to introduce real-world applications of technology before intricacies of programming languages, teaching young girls principles of engineering design and invention in everyday life.

Proposals should articulate the "model" to be demonstrated particularly in terms of its benefit to others who might copy or replicate the experimental program. What is the new approach, why is it new, and who, or what community, will potentially benefit from adopting or adapting it to their educational setting?

Commitment and Collaboration Between Partners. Larger, complex proposals are expected to involve collaborations between departments within an institution or between the submitting institution and others. Evidence of commitment from the submitting institution may be reflected in programmatic participation, contribution of resources, or provision of special services. Evidence of commitment from collaborating partner institutions may be reflected in letters of commitment and resource contributions. In the case of large collaborations, it is useful to describe roles and relationships, and the management structure for the project. Plans to sustain all or part of a proposed program might be included.

Planning Grants for Demonstration. Available for activities required prior to development of a full demonstration or "model" project proposal. Planning Grants may include activity planning, selection of evaluation methods to determine effectiveness, development of collaborations, etc. The maximum award size is $30,000 with award duration up to 18 months. Planning Grant proposals are to be written in accordance with the general guidelines contained in the NSF Grant Proposal Guide (GPG).

DISSEMINATION

Dissemination projects provide a mechanism for informing a wider audience about issues, research findings, and strategies for changing educational practice. Proposals for dissemination must justify a significant investment to reach a regional audience or national attention.

Investigators might:

• Organize a multidisciplinary meeting to consolidate knowledge about educational practice related to male or female students in K-16 STEM at a certain educational level. For example, a workshop on recruitment and retention in undergraduate engineering departments, a symposium on strategies for strengthening recruitment of students into computer science.

• Develop a media presentation (e.g., radio, TV, video, web) that educates the public about girls' or boys' education in STEM and factors contributing to underrepresentation of girls.

• Significantly enhance distribution of an educational product (e.g., book, curriculum guide, seminar manual, web site) using economically and technologically strategic methods given the target audience.

D. COMMON THEMES ACROSS TYPES OF PROPOSALS

Innovation. Proposals are expected to make a case for innovation by reference to other research findings, other demonstration projects, and other dissemination activities. They should exhibit a thorough awareness of previous relevant work. Whenever feasible, projects should utilize and innovatively build from successful strategies, materials, courses, and methods that have been developed through other grants funded by GDSE (under prior program names), as well as other exemplary resources not supported by NSF. Proposers may contact the Principal Investigators (PIs) of exemplary projects to explore the possibilities for adapting materials, receiving guidance, or collaborating in other ways.

Dissemination. All projects (research, demonstration, and dissemination) should include a dissemination plan to communicate findings and evaluation results to a national audience. Since the goal of the program is to contribute to a national knowledge base, it is important to show that the investigator is aware of appropriate channels -- journals, publications, web sites, professional association conferences -- and is committed (including allocating resources) to making sure that the investment in the project leads to this contribution and that peers in the community will benefit.

Target Populations. Target populations in research, demonstration, or dissemination projects may be a mix of students, teachers, counselors, parents, community leaders, administrators, teacher-educators, faculty, student and adult mentors, and others. The target population - whether subjects or participants - should be described, especially if the project design is premised on special needs and interests based on educational level, ethnicity, rural/urban environment, and physical disabilities. Proposals addressing gender issues will be stronger if they also address other characteristics.

Leverage. Frequently a proposed project will leverage other initiatives or efforts, for example, build on a pilot or preliminary study or project. It is desirable to leverage related work. The investigator should make a clear distinction between prior investments, including funding, and the proposed work. The proposed work should be significantly different in innovation -- a new concept. If it appears that the proposal is simply continuing an effort (which may have run out of funding), then it does not meet the criterion of innovation. Scaling up a prior pilot project or study must be rationalized in the research or demonstration design. The program will not fund the replication of a prior demonstration project mainly to benefit a larger number of participants. For example, it is within our scope to support testing a curriculum which was developed for a narrow target age-economic-ethnic group by taking it to a different target group. It is not within our scope to take a summer program for girls proven to be effective in a given state to three other states.

Review Criteria. As reviewers apply the review criteria established by the National Science Board, they will also consider the extent to which the proposed project addresses the objectives of the program in all of Section II.

E. OUTCOME MEASURES

The effort required for developing a research and evaluation plan and collecting, measuring, and reporting appropriate outcome data should be supported in the proposal budget justification. The following outcome measures are illustrative. See http://oerl.sri.com for evaluation resources collected for the benefit of NSF grantees.

Research

• Findings on gender-based differences and preferences in learning

• Findings on barriers to girls' interest and performance in learning

• Findings on organizational/institutional change to incorporate gender-inclusive policies and practices

• Development of human capacity (researchers in this field)

Demonstration

Institutionalization/continuation

• Changed Policies and Practices

• Continuing Partnerships

• Continued Funding from Other Sources

Replication

• Demonstration activities or policies are adopted outside the project

K-12 Student Outcomes

• Change in Test Scores in Math and Science

• Change in Grades

• Student Confidence

• Student Interest in STEM Study

• Post-High School Plans

• Post-High School Status

• Student Perceptions about the Role of Females in STEM

• Parents' Report of Student Confidence

• Parents' Report of Student Interest

K-12 Adult Outcomes

• Improved Teaching

• Teacher Perceptions about the Role of Females in STEM

• Parents' Support for STEM Learning

Post-Secondary Student Outcomes

• Change in College Grades

• Student Confidence

• Degree Attainment

• Postgraduate Plans

• Postgraduate Status

• Student Perceptions about the Role of Females in STEM

Post-Secondary Faculty Outcomes

• Improved Teaching

• Faculty Perceptions about the Role of Females in STEM

Dissemination

• Audience Reach and Impact on Knowledge or Attitudes

• New Knowledge

• New Institutional Policies and Practices Related to Gender and Diversity

F. REFERENCES

American Association of University Women (2000). Tech-Savvy: Educating Girls in the New Computer Age.

Clewell, Beatriz Chu, Bernice Taylor Anderson, Margaret E. Thorpe (1992). Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. Jossey-Bass Publishers.

Committee on Equal Opportunities in Science and Engineering (2000). Biennial Report to the United States Congress.

Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development (September 2000). Land of Plenty, Diversity as America's Competitive Edge in Science, Engineering and Technology.

Davis, Cinda-Sue, Angela Ginorio, Carol Hollenshead, Barbara Lazarus, Paula Rayman, et al (1996). The Equity Equation: Fostering the Advancement of Women in the Sciences, Mathematics, and Engineering. Jossey-Bass Publishers.

Ginorio, Angela and Michelle Huston (2001). Si, Se Puede! Yes, We Can: Latinas in School. AAUW Education Foundation.

Margolis, Jane and Allan Fisher (2002). Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.

National Center for Educational Statistics (2000). Entry and Persistence of Women and Minorities in College Science and Engineering Education. NCES 2000-601

National Center for Educational Statistics (2000). Trends in Educational Equity of Girls and Women. NCES 2000-030

National Council for Research on Women (2001). Balancing the Equation: Where Are Women and Girls in Science, Engineering and Technology? Written by Mary Thom.

G. INFORMATION ABOUT PREVIOUS AWARDS

HRD's web site provides links to abstracts for and other information about awards made by this program under prior names (http://www.ehr.nsf.gov/ehr/hrd/). Historically, the program has been called "Program for Women and Girls (PWG)" and "Program for Gender Equity in Science, Mathematics, Engineering, and Technology (PGE)."

NSF's web site provides the ability to search awards using custom queries (https://www.fastlane.nsf.gov/a6/A6AwardSearch.htm). To retrieve only GDSE-related awards, use the query:

• 1544

To find more specific awards, it is possible to narrow the search:

• 1544 and mentoring

• 1544 and "learning community"

• 1544 and AZ

• 1544 and "middle school"

Research or demonstration grants may be up to $900,000 for up to three years, pending availability of funds. The proposal should include a budget for each year and a summary budget if there are multiple years.

A planning proposal for a large research or a large demonstration effort may be up to $30,000 for up to 18 months. A planning grant does not imply an NSF commitment beyond the planning period. Planning grantees are expected to submit a proposal for a large grant subsequent to completion of the planning grant, within two competition years after award.

Dissemination proposals may request up to $100,000 for up to 18 months.

The proposed start dates should be at least seven months from the full proposal deadline.

Funds should be budgeted for the principal investigator to attend a two-day grantees' meeting in Washington, D.C. area, each award year (February/March time frame).

A limited equipment request is allowed for projects intensive in educational technology, for development. Equipment for participants in student or educator demonstration programs, and office equipment for project staff are expected to come from other sources.

GDSE research projects are eligible for REU (Research Experiences for Undergraduates) supplements, which expressly support the participation of undergraduate students on the project research team, if funds are available. Please see the REU announcement for complete parameters and the method for making a request for an REU supplement (see https://www.nsf.gov/pubs/2001/nsf01121/nsf01121.htm). Proposers should consult the Program Directors in advance of a request for REU supplements.

A preliminary proposal is only applicable for the High School, Undergraduate, Professional Development, and Education Technology competition. It is required prior to the submission of a full proposal. It will be reviewed by NSF staff and/or external reviewers to provide input for developing a full proposal. A full proposal will be invited based on the review of the preliminary.

The preliminary or preproposal must be submitted via Fastlane.

There is no organizational limit for preliminary proposals. An organization may submit multiple preliminary proposals but only one full proposal for the High School, Undergraduate, Professional Development, and Education Technology competition.

Cover Sheet: Be sure to check the PREPROPOSAL box. Select the program name "EHR ACT FOR WOM & GIRLS IN SEM" in the Education and Human Resources Directorate, Human Resource Development.

Project Summary: A 100-word abstract that clearly identifies the major features of the project. Be explicit about the intent: research study, student or teacher programs, dissemination, or planning for research or demonstration.

Project Description: The narrative is limited to six pages in length. It should sketch, in broad terms, the essential features of the project:

1. What is the educational or research or dissemination need being met

2. What is the major goal of the project, anticipated outcomes or findings, the target population or sample or audience, and the plan to reach that population or sample or audience

3. What is the innovation introduced by this work Reference prior related work and explain the value added and the national benefit of the work. If similar work was already funded by the Gender Diversity/STEM Education program or by NSF, contrast and differentiate the proposed scope of work by referring to specific projects.

4. Describe the design of the project, identifying major components and including a timeline.

5. Describe briefly critical aspects of the evaluation or research methodology or dissemination method. Describe the overall plan, and special evaluation or research or dissemination resources (people and things).

6. Identify key team members, consultants, and advisors. Relate their qualifications and skills to specific components of the proposed work in one or two sentences.

7. Describe plans for broad dissemination and any products to be developed.

8. Enter an estimated total budget in the Year 1 budget in Fastlane.

Supplemental materials or appendices are NOT permitted for preproposals.

The Gender Diversity in STEM Education is among those that promote the participation of underrepresented groups and foster innovation in education for all students through research and demonstration projects.аа For a complete list of programs in Education and Human Resources see http://www.ehr.nsf.gov/prog.asp.аа For a complete list of programs in the Division for Human Resource Development see http://www.ehr.nsf.gov/ehr/hrd/.

The following programs in particular might be of interest:

• ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (NSF 02-121)аааааа

• Activities in Science, Engineering, and Mathematics for Persons with Disabilities (NSF 02-025)аааааа

• Research on Learning and Education (ROLE) (NSF 02-023)аааааа

• Evaluative Research and Evaluation Capacity Building (NSF 02-34)аааааа

• Societal Dimensions of Engineering, Science and Technology (NSF 02-152)аааааа

• Information Technology Workforce (NSF 01-33 and NSF 02-170) National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) (NSF 02-054)аааааа

• Course, Curriculum, and Laboratory Improvement (CCLI) (NSF 02-043)аааааа

• Instructional Materials Development (IMD) (NSF 02-067)аааааа

• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)аааааа

• Math-Science Partnerships (MSP) (NSF 02-061)аааааа

• Centers for Learning and Teaching (CLT) (NSF 02-038)аааааа

• CISE Educational Innovation Program (NSF 02-082, NSF 02-079)аааааа

• Bridges for Engineering Education (BEE)(NSF 02-092)аааааа

• Engineering Education Program (PD 01-1340)аааааа

• Vertical Integration of Research and Education in Mathematical Sciences (VIGRE) (NSF 02-120)аааааа

• Research Experiences for Undergraduates (REU) Supplements and Sites (NSF 01-121)аааааа

• Advanced Technological Education Program (ATE) (NSF 02-035)аааааа

• Computer Science, Engineering, and Mathematics Scholarships (CSEMS) (NSF 01-62)аааааа

• NSF Graduate Teaching Fellows in K-12 Education (GK-12) (NSF 02-042)

а