Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ sub- sequent participation in these fields.

Paper presented at the 42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA), Philidelphia, PA

Many barriers exist to K–12 classroom teachers’ adoption and implementation of geospatial technologies with their students. To address this circumstance, we have developed and implemented a geospatial curriculum approach to promote teachers’ professional growth with curriculum-linked professional development (PD) to support the adoption of socio-environmental science investigations (SESI) in an urban school environment that includes reluctant learners.

One of today’s equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Watkins (2012) challenges educators when he states, “Tools literacy is foundational; design literacy is tranformational” (p.