Wiregrass Georgia Technical College

Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers' perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education.In particular, building on the course readings, we discuss teachers' emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields.Data is collected from a pre-course survey and teachers' discussions during the course.Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts were used to elicit teachers' insights on gender stereotypes in education.A thematic analysis method was then employed to discuss strategies for challenging gender stereotypes in teaching practice from teachers' discussion posts.Teachers recognize that gender stereotypes have been embedded in the social norms that influence teachers' practice in an underlying way.Three promising strategies are identified to address gender stereotypes in STEM education, including integrating role models into the curriculum, developing a growth mindset, and promoting justice classroom discourse.We also discussed ways to support teachers in addressing gender stereotypes in their practices.

This study examined career paths and choices leading to the Senior Student Affairs Office (SSAO) for women at community colleges. Data were comprised of 57 resumes and 11 interviews from SSAOs during the 2008–2009 academic year. Network analysis paired with interviews offer career track and progression profiles with rationale for women aspirants. Analysis of the network data suggested two dichotomies based on career choices: (a) institution paths (changing institutions frequently versus remaining at one institution) and (b) job moves (changing jobs more than four times versus changing jobs less than three times). Interview data are presented in these four profiles addressing choices, experiences, and advice specific to gender issues. Overall results indicate an average of four job changes leads to the SSAO, with most aspirants obtaining a doctorate, pursuing a student affairs career track, and gaining financial management experience. Additional implications for women aspiring to the top student affairs position at the community college level are included.