Furthering Girls’ Math Identity is an NSF-funded capacity-building project (HRD-1348524), led by FHI 360 and the New York Academy of Sciences, to advance research and practice related to middle-school girls’ math identity. The ultimate goal of the project is to broaden girls’ participation in STEM education and careers through the development of a Networked Improvement Community (NIC), an intentionally formed network of educational professionals and practitioners working with researchers to address a practical problem of high importance.1 ![]() The meeting built on the work of a June 2015 convening during which researchers and practitioners identified key "drivers" of girls' math identity as well as related practices and needed systemic changes. Some of these drivers included:
![]() An evaluation report can be viewed here. Questions? Please contact us here. [1] Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. [2] Plan-do-study-act inquiry cycles are a method for iterative testing of changes to a process or intervention. The cycle includes the following steps: 1) Plan- Define the change. Make predictions about what will happen as a result. Design a way to test the change. 2) Do- Carry out the change. Collect data on the results. 3) Study- analyze the data. Compare results to predictions. Determine what was learned to inform the next cycle. 4) Act- Decide what to do next: adapt, abandon, or adopt the process/intervention. |