Improving gender disparity in scholarship programs for secondary-level mathematics teachers

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Mathematics Teaching-Research Journal


Gender disparity in STEM Education has been a topic of much discussion among college faculty and administrators lately. Several remedies have been proposed and carried out with little to no positive impact to the situation. This paper will give a glimpse into a scholarship program funded by the National Science Foundation (NSF) geared towards producing secondary school teachers in mathematics at Texas A&M International University (TAMIU), Laredo, Texas. This multifaceted program, the Robert Noyce Mathematics Teacher Scholarship Program (TAMIU-NMTSP), has seen improvements in female participation in all its components and is geared towards addressing the scarcity of qualified secondary-level mathematics teachers in today’s high school classrooms to serve high-need schools. The primary accomplishment in the second year is that all project components were implemented for the first time. This included mandatory mentoring for all scholars, Texas Examinations of Educator Standards (TExES) review sessions, boot camp activities, two separate orientation forums for both new and returning scholars, summer internships, conferences, and participation in other related forums. One indication of the success of the program is that our first graduate, a new female scholar, secured her first teaching position as a fully certified secondary high school mathematics teacher immediately upon graduation in the Fall of 2015.

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