Mother and Daughter Science Club
Mother and Daughter Science Club Facilitation Manual
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This 182 page manual can be downloaded in five parts, all in PDF. Click to download:
- Part 1: Introduction and the Organizational Meeting
- Part 2: Chemistry and Engineering Sessions
- Part 3: Physics and Astronomy Sessions
- Part 4: Mathematics and Geology/Paleontology Sessions
- Part 5: Appendices
What is The Mother And Daughter Science Club?
The Mother And Daughter Science Club brings four to six pairs of mothers and daughters (or daughters and another significant adult female) together to do hands-on science experiments and activities, to learn about women scientists throughout history, and to be introduced to gender-related issues that can reinforce positive attitudes in the girls and their mothers about math and science.
What existing needs does this program address?
“As adults, most young women will work outside the home. Nearly all of he career opportunities that show the most future growth and that show the most promise for women will require skills in math, science, and/or technology.” — Occupational Outlook Quarterly, U.S. Department of Labor, Bureau of Labor Statistics. (1996, Spring)
“Fewer young women than young men say they are good at mathematics and science. Fewer young women than young men say they are interested in science or took math because they were interested in it.” — The digest of education statistics 1995 , U.S. Department of Education. (1995)
Girls need assurance from their families that they can succeed in math and science.
“Math anxiety and technophobia are learned responses — girls are not born hating mathematics. Girls are socialized to avoid risk taking from the time they are very young — and in the culture of the United States, mathematics or technology may be seen as risky business for females. Additionally, parental expectations of girls and boys differ significantly. Socialization based on these unconscious stereotypes and expectations begins early and influences a girl’s decision whether or not to take specific courses in high school. Parental expectations influence course choices and parents are more willing to invest greater sums in their sons’ education. Such attitudes, often unconscious, help to perpetuate the assumption that girls cannot excel in mathematics or technology.” — Gender, Discourse, and Technology, Center for Equity and Diversity Working Paper 5. Katherine Hanson.
Good self-esteem guarantees success.
“Mother And Daughter Science Clubs create opportunities for good communication between daughters and their mothers while exposing girls to math and science at an early age before the onset of puberty and lowered self-esteem. Strong family support systems and positive attitudes toward learning of all kinds foster positive self-esteem. When girls feel good about themselves, they know they can accomplish whatever goals they desire, including futures in mathematics and technology.” — Margaret R. Drummond, President, Oregon American Association of University women, 1996-1998.