02/09/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Kevin Smaldone "Anything You Can Do I Can Do Better": Addressing Gender Stratification Within Engineering and Other STEM Related Fields.”

Candidate: Kevin Smaldone
Degree: Doctoral- Leadership in Schooling
Defense Date: Thursday, Feb. 22, 2024
Time: 9 a.m.
Location: Remote via Zoom
Thesis/Dissertation Title: Anything You Can Do I Can Do Better": Addressing Gender Stratification Within Engineering and Other STEM-Related Fields.

Dissertation Committee

  • Dissertation Chair James Nehring, Ed.D., Professor, Leadership in Schooling, School of Education, University of Massachusetts Lowell
  • Phitsamay S. Uy, Ed.D., Associate Professor, Leadership in Schooling, Graduate Coordinator for Ed.D Programs, & Co-director of Center for Asian American Studies, School of Education, University of Massachusetts Lowell
  • Mentor Tara Goodhue. Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract
This dissertation investigates the issue of gender stratification within engineering and other STEM-related fields. The dissertation is divided into three articles that address different aspects of the problem and propose potential solutions. Article 1 explores the persistent gender imbalance within STEM fields, particularly in engineering and computer science. Several factors are identified that contribute to this disparity, including social and cultural pressures, self-efficacy, and the STEM possible self. To address these factors, the researcher proposes a conceptual framework that emphasizes early exposure to STEM, hands-on activities, and exposure to diverse role models. Article 2 describes a six-week intervention that aimed to improve the attitudes and interests of second-grade students towards engineering. The intervention involved the distribution of family STEM kits, which provided a variety of materials for both adults and children to engage with. The results suggest positive impacts of the intervention toward improving female engineering interests and attitudes. Article 3 provides recommendations that would support greater equity in course enrollment at Flagstaff High School based on the findings of Articles 1 and 2. These recommendations include identifying and implementing effective curriculum and instructional approaches within the classroom, establishing an elementary science curriculum coordinator for preK-5, and establishing a family and community partnership to support caregivers in their understanding of their child’s developing interests and attitudes toward STEM.