The National Girls Collaborative Project™ (NGCP) strives to disseminate project findings, successes and lessons learned in order to raise awareness about the project and contribute to the knowledge base in the field of gender equity in STEM. NGCP Publications include scholarly articles and the Collaboration Guide.
NGCP Increases Collaboration
High levels of collaboration among educators and programs engaging girls in science, technology, engineering and mathematics (STEM) increases the efficiency and effectiveness and overall capacity of programs and therefore increases opportunities and improves experiences for girls in STEM. This publication provides information on how the National Girls Collaborative Project increases collaboration.
NGCP Evaluation Highlights
This summary is based on findings from the evaluation of National Girls Collaborative Project (NGCP) from 2011 to 2016. The report presents evidence on how NGCP has increased collaboration, sharing of resources, and knowledge and use of exemplary practices. For example, on average, NGCP event attendees connected with nine new people and 70% of event attendees followed up with somebody they met there. Ninety-five percent of 2015 Annual Survey respondents indicted that using an exemplary practice led to a positive outcome in their program and 84% of respondents indicated exemplary practices helped them better serve girls This report also documents the impact of increased levels of collaboration and use of exemplary practices on girl-serving STEM programs, including increased efficiency and effectiveness. It was prepared by Education Development Center, evaluators of NGCP.
STEM Classroom to Career
The National Girls Collaborative is a proud partner in the Research Consortium on STEM Career Pathways. The Research Consortium, led by the Educational Research Center of America, conducted a national survey of high school students in STEM classes during Spring 2015. This report, STEM Classroom to Career: Opportunities to Close the Gap, draws on those data to identify opportunities, challenges, and promising practices for leveraging equity to meet STEM workforce needs.
State of Girls and Women in STEM
This NGCP resource presents the most compelling statistics for girls and women in STEM on one page. Statistics include information on K-12 Education, Higher Education, and Workforce and will be updated on a regular basis.
Libraries as STEM Education Centers
Libraries are essential to STEM education efforts because of their strong connections to families and communities. This white paper includes information about STAR_Net education programs that were created to inspire lifelong learning through inquiry and play and resources for librarians. STAR_Net’s Discover Earth and Discover Tech programs provide an example of the impact that a public library can have on its community by offering exciting and engaging STEM experiences.
Girls Can Fly: Collaboration in Action
This white paper provides a comprehensive overview of the National Girls Collaborative Project (NGCP) and the valuable resources available for practitioners invested in engaging girls in science, technology, engineering, and mathematics. 'Girls Can Fly' describes how NGCP strengthens capacity of practitioners via state- and region-based Collaboratives, a National Champions Board, events and professional development opportunities, the online Program Directory, mini-grants, and sharing of exemplary practices.
Afterschool Programs Build STEM Strength
This white paper describes how the National Girls Collaborative Project (NGCP) helps afterschool practitioners provide high-quality science, technology, engineering, and mathematics (STEM) programming to the youth they serve. By serving as a partner in STEM learning, NGCP provides relevant professional development, facilitates collaboration to leverage resources and expertise, shares effective strategies, and creates a community of like-minded professionals working to expose youth to STEM in afterschool programs nationwide.
Summary of NGCP Mini-Grants
This summary of 129 mini-grant projects funded by the National Girls Collaborative Project (NGCP) is based on responses to an online report administered to mini-grant recipients by the external evaluator of NGCP, Evaluation & Research Associates. The mini-grant projects implemented activities in 24 different states and reached a total of 12,163 girls and 5, 609 boys. Respondents provided information about their project implementation, the collaboration with their partners, and the exemplary practices they utilized. Findings suggest the collaborations between partners were successful, with 93% selecting a 4 or 5 on a scale from 1 = Not successful to 5 = Very successful. Recipients believed participants had an enhanced experience due to the collaborative effort of the projects and that activities benefited from each partner's resources and expertise. Seventy-one percent of respondents indicated they would continue to work with their partner(s) after their mini-grant project ended. This summary was prepared by Evaluation & Research Associates.
NGCP included in Landmark Conference Publication, "A Watershed Moment"
The first National Conference for Science and Technology in Out-of-School Time, held in Chicago September 17-19, 2008, brought together more than 300 practitioners, researchers, policy makers, and funders. Convened by the Coalition for Science After School and Project Exploration, the conference provided in-depth, interactive sessions with a particular focus on equity and access issues for underrepresented populations. A Watershed Moment: The First National Conference on Science and Technology in Out-of-School Time documents the conference and includes an article focused on the National Girls Collaborative Project.
NGCP in The Journal of Women and Minorities in Science and Engineering
NGCP has published an article in the latest edition of The Journal of Women and Minorities in Science and Engineering. The article, co-authored by NGCP Principal Investigators Rose Marra, Karen Peterson and Brenda Britsch, explores the role of collaboration in the project, outcomes and future directions.
Collaboration as a Means to Building Capacity: Results and Future Directions of the National Girls Collaborative Project
It is commonly recognized that the representation of women in science, technology, engineering, and mathematics (STEM) fields is too low both from a perspective of equal opportunity (Gowan & Waller, 2002; Sadker & Sadker, 1994) and for meeting the projected need of STEM professionals (Chubin, May & Babco, 2005). Studies show that the low representation of women in STEM professions begins as early as eighth grade, when twice as many boys than girls show an interest in STEM careers (Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development, 2000), and continues in college, where women received only 21% of bachelor's degrees awarded in engineering, 27% in computer sciences, and 43% in physical sciences (National Science Board, 2006). Factors such as perceptions of careers, confidence, role models, and career advice have been noted in the literature as contributing to the lack of females in information technology (Bartol & Aspray, 2006). Women constitute 45% of the workforce in the United States but hold 25% of science and engineering jobs and 29% of computer and mathematical occupations (U.S. Census Bureau, 2000).
A user-friendly guide to implementing the National Girls Collaborative Project, including an overview of the project, description of events and activities, and helpful tools and templates.