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A 100-day mentoring program leads to positive shifts in girls' perceptions and attitudes towards biomechanics and related STEM disciplines

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dc.contributor.authorDick, Taylor J.M.
dc.contributor.authorBesomi, Manuela
dc.contributor.authorColtman, Celeste E.
dc.contributor.authorDiamond, Laura E.
dc.contributor.authorHall, Michelle
dc.contributor.authorMaharaj, Jayishni
dc.contributor.authorKean, Crystal O.
dc.contributor.authorBarzan, Martina
dc.contributor.authorMickle, Karen J.
dc.date.accessioned2025-01-13T14:20:56Z
dc.date.available2025-01-13T14:20:56Z
dc.date.issued2024
dc.description.abstractThe gender gap in STEM (Science, Technology, Engineering, and Mathematics) is among the widest across education and professional fields, with an underrepre sentation of girls and women, particularly in engineering and biomechanics. This issue begins early in education and worsens as females progress into more senior roles. To address this gap, we designed and implemented the Biomechanics Research and Innovation Challenge (BRInC), a 100-day STEM program focused on mentoring and role modelling to engage high school girls and early-career biomechanists at key phases where they most commonly disengage in STEM. We evaluated the influence of the program on (i) identity and perceptions towards science, engineering, and biomechanics; (ii) attitudes towards biomechanics, maths and science; and (iii) attitudes towards gender bias, education and career aspirations in STEM, within high school girls following participation in the BRInC program. We observed significant and positive shifts in girls’ perceptions of both biomechanics and engineering. Participation in the program appeared to lead to favourable shifts in attitudes towards biomechanics, maths, and science and fostered a positive influence on girls’ education and career aspirations, igniting an interest in future research opportunities. Innovative STEM engagement programs, such as BRInC, highlight the promising potential of targeted and bespoke approaches to address the underrepresentation of females in biomechanics and STEM-related education and careers. Future programs should strive to enhance socioeconomic and cultural diversity, employ whole of life-cycle approaches by offering programs for girls and women at various phases of the STEM pathway, and prioritize impact assessments to effectively monitor progress.
dc.description.versionVersión publicada
dc.format.extent8 p.
dc.identifier.citationDick TJM, Besomi M, Coltman CE, Diamond LE, Hall M, Maharaj J, Kean CO, Barzan M, Mickle KJ. A 100-day mentoring program leads to positive shifts in girls' perceptions and attitudes towards biomechanics and related STEM disciplines. J Biomech. 2024 Aug;173:112244. doi: 10.1016/j.jbiomech.2024.112244
dc.identifier.doihttps://doi.org/10.1016/j.jbiomech.2024.112244
dc.identifier.urihttps://hdl.handle.net/11447/9625
dc.language.isoen
dc.subjectAdolescent
dc.subjectBiomechanical phenomena
dc.subjectAttitude
dc.titleA 100-day mentoring program leads to positive shifts in girls' perceptions and attitudes towards biomechanics and related STEM disciplines
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceJournal of Biomechanics
dspace.entity.typePublication
relation.isAuthorOfPublication0d54de69-7de3-498d-a387-558451012e36
relation.isAuthorOfPublication.latestForDiscovery0d54de69-7de3-498d-a387-558451012e36

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