{"id":1154,"date":"2023-07-04T13:55:30","date_gmt":"2023-07-04T13:55:30","guid":{"rendered":"https:\/\/esoc.eduprojects.eu\/?p=1154"},"modified":"2023-07-10T11:19:07","modified_gmt":"2023-07-10T11:19:07","slug":"katherine-g-johnson-and-hidden-figures-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-3-2-2-2-5-2-2-3-2-2-2-2-2-2-2-2-2-2-2-2-2","status":"publish","type":"post","link":"https:\/\/esoc.eduprojects.eu\/en\/katherine-g-johnson-and-hidden-figures-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-3-2-2-2-5-2-2-3-2-2-2-2-2-2-2-2-2-2-2-2-2\/","title":{"rendered":"Gender Balance in Scotland"},"content":{"rendered":"\n\n<div class=\"kk-star-ratings kksr-auto kksr-align-left kksr-valign-top\"\n    data-payload='{&quot;align&quot;:&quot;left&quot;,&quot;id&quot;:&quot;1154&quot;,&quot;slug&quot;:&quot;default&quot;,&quot;valign&quot;:&quot;top&quot;,&quot;ignore&quot;:&quot;&quot;,&quot;reference&quot;:&quot;auto&quot;,&quot;class&quot;:&quot;&quot;,&quot;count&quot;:&quot;0&quot;,&quot;legendonly&quot;:&quot;&quot;,&quot;readonly&quot;:&quot;&quot;,&quot;score&quot;:&quot;0&quot;,&quot;starsonly&quot;:&quot;&quot;,&quot;best&quot;:&quot;5&quot;,&quot;gap&quot;:&quot;5&quot;,&quot;greet&quot;:&quot;Rate this post&quot;,&quot;legend&quot;:&quot;0\\\/5 - (0 votes)&quot;,&quot;size&quot;:&quot;24&quot;,&quot;title&quot;:&quot;Gender Balance in Scotland&quot;,&quot;width&quot;:&quot;0&quot;,&quot;_legend&quot;:&quot;{score}\\\/{best} - ({count} {votes})&quot;,&quot;font_factor&quot;:&quot;1.25&quot;}'>\n            \n<div class=\"kksr-stars\">\n    \n<div class=\"kksr-stars-inactive\">\n            <div class=\"kksr-star\" data-star=\"1\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"2\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"3\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"4\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"5\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n    \n<div class=\"kksr-stars-active\" style=\"width: 0px;\">\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n<\/div>\n                \n\n<div class=\"kksr-legend\" style=\"font-size: 19.2px;\">\n            <span class=\"kksr-muted\">Rate this post<\/span>\n    <\/div>\n    <\/div>\n\n<p>The two videos are resources from the Improving Gender Balance and Equalities team at Education Scotland. This resource will look at research related to the dominant representations of science as \u2018masculine\u2019 and \u2018brainy\u2019, and it will lay out research, outlining the gender differences in self-efficacy with respect to STEM and suggested responses.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>TYPE OF THE ACTIVITY:<\/strong><\/p>\n\n\n\n<p>Video<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>DURATION:<\/strong><\/p>\n\n\n\n<p>45 minutes<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>TEACHING AID<\/strong>:<\/p>\n\n\n\n<p>Computers, tablets or smartphones. Internet connection.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>TEACHING PRACTICE (STEP BY STEP)<\/strong>:<\/p>\n\n\n\n<p>After watching the videos, the class will debate in small groups about:<\/p>\n\n\n\n<p>how that impacts learners, makes it difficult for many learners to see STEM as \u2018for them\u2019 and contributes to the persistent under-representation of girls and women in STEM uptake, exploring inequalities we see in STEM. In particular examining why girls are less likely to feel they are good at STEM compared to boys.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>MATERIALS:<\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/esoc.eduprojects.eu\/wp-content\/uploads\/2023\/07\/\u201eEN.-E-SOC.-Platform-TEMPLATE-kopija-2-30.pdf\" target=\"_blank\" rel=\"noopener\" title=\"\">Download\/print this plan of the activity (pdf.)<\/a><\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>SOURCES:<\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=U7cPf-BW3uU&amp;list=PLcD2TdZ4bXSmARrswhvbYJmblLK8d1t8v&amp;index=2\" target=\"_blank\" rel=\"noreferrer noopener\">stem for the masculine and brainy?<\/a>&nbsp;(part. 1)<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Is STEM for the masculine and brainy? Part 1 of 2\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/U7cPf-BW3uU?list=PLcD2TdZ4bXSmARrswhvbYJmblLK8d1t8v\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=9O7dTij5HNM\" target=\"_blank\" rel=\"noreferrer noopener\">stem self efficacy<\/a>&nbsp;(part. 2 )<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"STEM and self efficacy  - why are girls less likely to feel they are good at STEM? (Part 2 of 2)\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/9O7dTij5HNM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n","protected":false},"excerpt":{"rendered":"The two videos are resources from the Improving Gender Balance and Equalities team at Education Scotland. This resource will look at research related to the dominant representations of science as \u2018masculine\u2019 and \u2018brainy\u2019, and it will lay out research, outlining the gender differences in self-efficacy with respect to STEM and suggested responses. 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