Girls in STEM: Addressing SDG 4 in Context Campbell, C, Hobbs, Linda, Xu, Lihua, McKinnon, J and Speldewinde, Chris 2022, Girls in STEM: Addressing SDG 4 in Context, Sustainability, vol. 14, pp. 1-17, doi: 10.3390/su14094897. Attached Files Name Description MIMEType Size Downloads Title Girls in STEM: Addressing SDG 4 in Context Author(s) Campbell, C Hobbs, Linda orcid.org/0000-0002-6898-8495 Xu, Lihua orcid.org/0000-0003-3292-1296 McKinnon, J Speldewinde, Chris Journal name Sustainability Volume number 14 Article ID 4897 Start page 1 End page 17 Total pages 17 Publisher MDPI AG Place of publication Basel, Switzerland Publication date 2022 ISSN 2071-1050 Summary Raising girls’ aspirations for STEM careers is one way to address Sustainability Development Goal 4 (SDG4)—quality education—which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Various strategies have been suggested in STEM education research literature to achieve this. One such initiative begins with exposing girls to STEM industries during their formative school years. While a range of industry-school partnerships exist, examples of successful models that might inform practice are scarce. This article describes an investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience (Girls as Leaders in STEM (GALS)). Formative and summative evaluation processes were used to generate data through a co-design research approach to describe and measure changes in student practices, attitudes, and engagement in relation to STEM and leadership as a result of connecting to industry problems. This research focused on the analysis of teacher and student interview data generated upon the completion of the program, which provided feedback on the different aspects of the process and, in particular, the role of industry in relation to the girls’ attitudes. This research highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational opportunities—aligning with SDG4 Language eng DOI 10.3390/su14094897 Field of Research 12 Built Environment and Design HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30167000 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Link to full-text (open access)   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 26 Apr 2022, 08:23:13 EST Tue, 26 Apr 2022, 16:24:40 EST Tue, 26 Apr 2022, 16:30:22 EST Mon, 02 May 2022, 15:31:29 EST Mon, 02 May 2022, 15:32:37 EST Mon, 02 May 2022, 16:57:12 EST Mon, 02 May 2022, 17:00:29 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 10 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Tue, 26 Apr 2022, 08:23:13 EST