As I was going through the questions, almost every other question made me stop and think: "Wow, I never thought of the impact this behavior could have on recruitment and retention for women and minorities in STEM; and even better, "I know exactly how to implement this, and very simply, on my campus" or "I know exactly who to contact that can get this done in a snap!" THANK YOU! THANK YOU! THANK YOU!”
“Taking the assessment indicates that I had the general motivation in advance. Taking the assessment has suggested specific actions that I can take.”
"Most of us are open to being inclusive, fair to all minorities and helping everyone equally—thus unintentionally applying a 'one way fits all' approach. However, this Assessment opened my eyes to the need to systematically track and monitor the successes of each minority. I now realize each might require a different approach.The Assessment asked questions relevant to my electronics technology career pathway, so I didn’t have to answer generic questions. It proved that, for better results, we need to address minorities in a more targeted way. Thanks."
Professor, Electronics Engineering Technology, Centennial College
The results are in for the WomenTech Gender Equity School Assessment...
89% reported that it raised their awareness of factors that affect gender equity in STEM/CTE programs.
86% of respondents reported it helped me understand what my college needs to do to improve gender equity in our STEM/CTE programs
90% said that it helped them see the gap between what their schools are doing and what they could be doing to broaden female participation in STEM/CTE
The National Institute for Women in Trades, Technology & Science (IWITTS) has been helping educators nationwide close the gender gap for women and girls in technology since 1994. IWITTS provides tools, resources, and professional development for educators to help them broaden female participation in STEM and CTE programs where they are underrepresented.
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 1102996. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.