Project AIED Kenya

Transforming Education Through Artificial Intelligence

Project AIEdKenya Research Resources

Philosophical Stance

  • Johnson, R. B. (2012). Dialectical pluralism and mixed research. American Behavioral Scientist, 56(6), 751-754.

  • Onwuegbuzie, A. J., & Frels, R. K. (2013). Introduction: Toward a new research philosophy for addressing social justice issues: Critical dialectical pluralism 1.0. International Journal of Multiple Research Approaches, 7(1), 9-26.

  • Onwuegbuzie, A. J., Rosli, R., Ingram, J. M., & Frels, R. K. (2014). A critical dialectical pluralistic examination of the lived experience of select women doctoral students. Qualitative Report, 19, 5.
  • Onwuegbuzie, A. J., & Frels, R. K. (2013). Critical dialectical pluralism: A mixed research philosophy. Journal of Educational Research, 7(1), 18.
  • Onwuegbuzie, A. J., & Frels, R. K. (2015). “A Framework for Conducting Critical Dialectical Pluralist Focus Group Discussions Using Mixed Research Techniques.” Journal of Education and Information Studies, 1(2), 1-12. Link
  • Onwuegbuzie, A. J., & Frels, R. K. (2015). “A Framework for Conducting Critical Dialectical Pluralist Focus Group Discussions Using Mixed Research Techniques.” Journal of Education and Information Studies, 1(2), 1-12. Link
  • Stefurak, R. B., Johnson, R. B., & Shatto, E. (2015). “Mixed Methods and Dialectical Pluralism.” In Handbook of Methodological Approaches to Community-Based Research: Qualitative, Quantitative, and Mixed Methods (pp. 345-354). Oxford Academic. Link
  • Stefurak, R. B., Johnson, R. B., & Shatto, E. (2015). “Mixed Methods and Dialectical Pluralism.” In Handbook of Methodological Approaches to Community-Based Research: Qualitative, Quantitative, and Mixed Methods (pp. 345-354). Oxford Academic. Link
  • Tucker, S. A., & Johnson, R. B. (2020). “Conducting Mixed Methods Research: Using Dialectical Pluralism and Social Psychological Strategies.” In The Oxford Handbook of Qualitative Research (2nd edn) (pp. 28-34). Oxford Academic. Link
  • Tucker, S. A., & Johnson, R. B. (2020). “Conducting Mixed Methods Research: Using Dialectical Pluralism and Social Psychological Strategies.” In The Oxford Handbook of Qualitative Research (2nd edn) (pp. 28-34). Oxford Academic. Link

Theoretical Framework

Conceptual Framework

Theory of Motivation

Research Methodology

Comprehensive Literature Review (CLR)

Academic English Proficiency and Extensive e-Reading with AIEd.

STEM and The Girl-Child

  • Agwu, A., Chibueze, O., & Hamzat, L. (2021). Follow-The-money: Policy-level engagements for girl child STEM education in Northern Nigeria. South Asian Journal of Social Studies and Economics, 11(3), 8-14.
  • Amemiya, J., & Bian, L. (2024). Why are there no girls? Increasing children’s recognition of structural causes of the gender gap in STEM. Cognition, 245, 105740.
  • Amirtham S, N., & Kumar, A. (2021). Gender parity in STEM higher education in India: A trend analysis. International Journal of Science Education, 43(12), 1950-1964.
  • Amunga, J., & Amadalo, M. M. (2020). The gender STEM gap and its impact on Sustainable Development Goals and the Big Four Agenda in Kenya: A Synthesis of Literature.
  • Ayuso, N., Fillola, E., Masiá, B., Murillo, A. C., Trillo-Lado, R., Baldassarri, S., … & Villarroya-Gaudó, M. (2020). Gender gap in STEM: A cross-sectional study of primary school students’ self-perception and test anxiety in mathematics. IEEE Transactions on Education, 64(1), 40-49.
  • Bashir, M. (2020). Gender Parity in Nigeria: Examining the Implementation of National Gender Policy in the National Assembly (2011–2019). Unpublished Thesis, Baze University.
  • Benavent, X., de Ves, E., Forte, A., Botella-Mascarell, C., López-Iñesta, E., Rueda, S., … & Marzal, P. (2020). Girls4STEM: Gender diversity in STEM for a sustainable future. Sustainability, 12(15), 6051.
  • Buckley, C., Farrell, L., & Tyndall, I. (2022). Brief stories of successful female role models in science help counter gender stereotypes regarding intellectual ability among young girls: A pilot study. Early Education and Development, 33(4), 555-566.
  • Chang, D. F., & ChangTzeng, H. C. (2020). Patterns of gender parity in the humanities and STEM programs: The trajectory under the expanded higher education system. Studies in Higher Education, 45(6), 1108-1120.
  • Chang, J., & Tian, H. (2021). Girl power in boy love: Yaoi, online female counterculture, and digital feminism in China. Feminist Media Studies, 21(4), 604-620.
  • Chesky, N. Z., & Goldstein, R. A. (2016). Whispers that echo: Girls’ experiences and voices in news media reports about STEM education reform. Journal for Critical Education Policy Studies (JCEPS), 14(2).
  • Chesky, N., & Goldstein, R. (2018). Packaging girls for STEM or STEM for girls? A critique on the perceived crisis of increasing female representation in STEM education. Critical Education, 9(16).
  • Clarricoates, K. (2021). Child Culture at School A Clash Between Gendered Worlds?. In Children and their primary schools (pp. 188-206). Routledge.
  • Cohen, L. E., & Waite-Stupiansky, S. (2020). STEM in Early Childhood Education. NY: Routledge.
  • Cohen, S. M., Hazari, Z., Mahadeo, J., Sonnert, G., & Sadler, P. M. (2021). Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study. Science education, 105(6), 1126-1150.
  • Davila Dos Santos, E., Albahari, A., Díaz, S., & De Freitas, E. C. (2022). ‘Science and Technology as Feminine’: raising awareness about and reducing the gender gap in STEM careers. Journal of Gender Studies, 31(4), 505-518.
  • De las Cuevas, P., García-Arenas, M., & Rico, N. (2022). Why not STEM? A study case on the influence of gender factors on students’ higher education choice. Mathematics, 10(2), 239.
  • Dele-Ajayi, O., Bradnum, J., Prickett, T., Strachan, R., Alufa, F., & Ayodele, V. (2020, October). Tackling gender stereotypes in STEM educational resources. In 2020 IEEE Frontiers in Education Conference (FIE) (pp. 1-7). IEEE.
  • Desai, K. (2021). Teaching the third world girl: Girl rising as a precarious curriculum of empathy. In The Child in Question (pp. 28-44). Routledge.
  • domako Gyasi, P., Zhou, L., & Amarteifio, E. N. A. (2023). Socio-cultural and economic determinants of girl child education in Ashaiman municipality of the Greater Accra region of Ghana. Cogent Social Sciences, 9(2). https://doi.org/10.1080/23311886.2023.2275431
  • Efevbera, Y., & Bhabha, J. (2020). Defining and deconstructing girl child marriage and applications to global public health. BMC public health, 20(1), 1547.
  • Egberi, A. E., & Madubueze, M. H. C. (2023). Rethinking The United Nations–Nigeria Partnership Towards Girl Child Education and Gender Equality Reforms: A Systematic Review. Education Policy and Development, 1(2), 14-26.
  • Egbule, E. O. (2023). Counselors, education and sexual harassment of the girl-child in secondary schools: the need for reformative strategies. GPH-International Journal of Social Science and Humanities Research, 6(05), 12-20.
  • Engida, Y. M. (2021). The three dimensional role of education for women empowerment. Journal of Social Sciences, 17(1), 32-38.
  • Ezenwa-Onuaku, C. (2020). Gender parity gaps and poverty: Empowering African women for no poverty and zero hunger. Empowering African Women for Sustainable Development: Toward Achieving the United Nations’ 2030 Goals, 23-38.
  • Fleer, M. (2021). Re-imagining play spaces in early childhood education: Supporting girls’ motive orientation to STEM in times of COVID-19. Journal of Early Childhood Research, 19(1), 3-20.
  • George, B. T., Watson, S. W., & Peters, M. L. (2020). The impact of participating in a STEM academy on girls’ STEM attitudes and self-efficacy. The Electronic Journal for Research in Science & Mathematics Education, 24(4), 22-49.
  • González-Pérez, S., Mateos de Cabo, R., & Sáinz, M. (2020). Girls in STEM: Is it a female role-model thing?. Frontiers in psychology, 11, 564148.
  • Goris, T. (2020). Where are they? Limited female presence in STEM professions. The Midwest Quarterly, 61(3), 330-341.
  • Guenaga, M., Eguíluz, A., Garaizar, P., & Mimenza, A. (2022). The impact of female role models leading a group mentoring program to promote STEM vocations among young girls. Sustainability, 14(3), 1420.
  • Hammond, A., Rubiano Matulevich, E., Beegle, K., & Kumaraswamy, S. K. (2020). The equality equation: Advancing the participation of women and girls in STEM. World Bank.
  • He, L., Zhou, G., Salinitri, G., & Xu, L. (2020). Female Underrepresentation in STEM Subjects: An Exploratory Study of Female High School Students in China. EURASIA Journal of Mathematics, Science and Technology Education, 16(1).
  • Ho, M. T., La, V. P., Nguyen, M. H., Pham, T. H., Vuong, T. T., Vuong, H. M., … & Vuong, Q. H. (2020). An analytical view on STEM education and outcomes: Examples of the social gap and gender disparity in Vietnam. Children and Youth Services Review, 119, 105650.
  • Isaacson, S., Friedlander, L., Meged, C., Havivi, S., Cohen-Zada, A. L., Ronay, I., … & Maman, S. (2020). She Space: A multi-disciplinary, project-based learning program for high school girls. Acta Astronautica, 168, 155-163.
  • Kazenin, K. (2023). Son preference, gender asymmetries and parity progressions: the case of Kyrgyzstan. Asian Population Studies, 19(1), 5-21.
  • Kennedy, M. (2020). ‘If the rise of the TikTok dance and e-girl aesthetic has taught us anything, it’s that teenage girls rule the internet right now’: TikTok celebrity, girls and the Coronavirus crisis. European journal of cultural studies, 23(6), 1069-1076.
  • Khan, Z. R., & Rodrigues, G. (2017). Stem for girls from low income families: Making dreams come true. The Journal of Developing Areas, 51(2), 435-448.
  • Kibirige, I., & Modjadji, S. E. (2022). Grade 10 Girls’ Experiences in Choosing STEM Subjects in Rakwadu Circuit, South Africa. In Advances in Research in STEM Education. IntechOpen.
  • Kohno, A., Techasrivichien, T., Suguimoto, S. P., Dahlui, M., Nik Farid, N. D., & Nakayama, T. (2020). Investigation of the key factors that influence the girls to enter into child marriage: A meta-synthesis of qualitative evidence. PloS one, 15(7), e0235959.
  • Kufi, E. F. (2023). Determinants of Girls’ Educational Performances in Science, Technology, Engineering, and Mathematics (STEM) Subjects across Selected Schools in Oromia Regional State, Ethiopia. International Journal of STEM Education for Sustainability, 3(1), 94-110.
  • Kumar, S., & Sinha, N. (2020). Preventing more “missing girls”: A review of policies to tackle son preference. The World Bank Research Observer, 35(1), 87-121.
  • Kuteesa, K. N., Akpuokwe, C. U., & Udeh, C. A. (2024). Gender equity in education: addressing challenges and promoting opportunities for social empowerment. International Journal of Applied Research in Social Sciences, 6(4), 631-641.
  • Lalthapersad-Pillay, P. (2024). A Snapshot of Gender Equality, Women’s Empowerment, and Women’s Economic Empowerment in Selected African Countries using the Women’s Empowerment Index (WEI) and the Global Gender Parity Index (GGPI). African Journal of Gender, Society & Development, 13(3), 249.
  • Lange, A. A., Robertson, L., Tian, Q., Nivens, R., & Price, J. (2022). The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2197.
  • LASISI, M. I. (2023, May). Girl-child Education: A Tool for Community Development. In LEAD CITY UNIVERSITY POSTGRADUATE MULTIDISCIPLINARY CONFERENCE PROCEEDINGS (Vol. 1, No. 2, pp. 247-258).
  • Malhotra, A., & Elnakib, S. (2021). 20 years of the evidence base on what works to prevent child marriage: A systematic review. Journal of Adolescent Health, 68(5), 847-862.
  • Mallet, J. C., & Owusu-Agyemfra, A. ICT-based teaching and learning in Ghana: OpenSTEM Africa.
  • Mare, A. (2021). Addressing digital and innovation gender divide: Perspectives from Zimbabwe. Entrepreneurship, technology commercialisation, and innovation policy in Africa, 33-54.
  • Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of experimental child psychology, 160, 92-106.
  • Matete, R. E. (2021). Why are women under-represented in stem in higher education in Tanzania?. In FIRE: Forum for International Research in Education (Vol. 7, No. 2, pp. 48-63).
  • Maza, S. (2020). The kids aren’t all right: Historians and the problem of childhood. American Historical Review, 125(4), 1261-1285.
  • McGuire, L., Hoffman, A. J., Mulvey, K. L., Hartstone-Rose, A., Winterbottom, M., Joy, A., … & Rutland, A. (2022). Gender stereotypes and peer selection in STEM domains among children and adolescents. Sex Roles, 87(9), 455-470.
  • McGuire, L., Mulvey, K. L., Goff, E., Irvin, M. J., Winterbottom, M., Fields, G. E., … & Rutland, A. (2020). STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of applied developmental psychology, 67, 101109.
  • McMaster, N., Carey, M. D., Martin, D. A., & Martin, J. (2023). Raising primary school boys’ and girls’ awareness and interest in STEM-related activities, subjects, and careers: An exploratory case study. Journal of New Approaches in Educational Research, 12(1), 1-18.
  • Mérida-Serrano, R., González-Alfaya, M. E., Olivares-García, M. A., Rodríguez-Carrillo, J., & Muñoz-Moya, M. (2020). Sustainable development goals in early childhood education. Empowering young girls to bridge the gender gap in science. Sustainability, 12(22), 9312.
  • Mishra, P. K., Mishra, S. K., & Sarangi, M. K. (2020). Do women’s advancement and gender parity promote economic growth? Evidence from 30 Asian countries. Millennial Asia, 11(1), 5-26.
  • Mobolaji, J. W., Fatusi, A. O., & Adedini, S. A. (2020). Ethnicity, religious affiliation and girl-child marriage: a cross-sectional study of nationally representative sample of female adolescents in Nigeria. BMC public health, 20, 1-10.
  • Moghadam, V. M. (2010). Gender, politics, and women’s empowerment. Handbook of politics: State and society in global perspective, 279-303.
  • MQADI, G. S. (2024). DETERMINANTS OF GIRL CHILD EDUCATION IN STEM: DOES GENDER MAIN-STREAMING MATTER?. Asian Journal of Educational Research Vol, 12(1).
  • Musso, P., Ligorio, M. B., Ibe, E., Annese, S., Semeraro, C., & Cassibba, R. (2022). STEM-gender stereotypes: Associations with school empowerment and school engagement among Italian and Nigerian adolescents. Frontiers in Psychology, 13, 879178.
  • Naukkarinen, J. K., & Bairoh, S. (2020). STEM: A help or a hinderance in attracting more girls to engineering?. Journal of engineering education, 109(2), 177-193.
  • Ndijuye, L. G., & Tandika, P. B. (2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania. Journal of Childhood, Education & Society, 1(1), 29-42.
  • Oberdieck, R. (2021). Mobile Edtech Solutions and Their Contribution to Quality Education at Scale in sub-saharan Africa: An Implementation Suggestion for Girl Move Academy in Mozambique (Master’s thesis, Universidade Catolica Portuguesa (Portugal)
  • Oguru, C. O., & Amie-Ogan, O. T. (2024). Inclusiveness of the Girl-Child in STEM Education in Public Senior Secondary Schools in Rivers State. Education, 17(1), 1-14.
  • Okunade, B. A., Adediran, F. E., Balogun, O. D., Maduka, C. P., Adegoke, A. A., & Daraojimba, R. E. (2023). Gender policies and women’s empowerment in nigeria: an analytical review of progress and barriers. International Journal of Applied Research in Social Sciences, 5(10), 543-565.
  • Olaniyi, O. O. (2021). Best practices to encourage girls’ education in maiha local government area of adamawa state in Nigeria. Available at SSRN 4564307.
  • Patil, S. D., Husainy, A., & Hatte, P. R. (2024). Empowerment of Women through Education and Training in Artificial Intelligence. In AI Tools and Applications for Women’s Safety (pp. 132-149). IGI Global
  • Pillay, I. (2021). The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds. African Journal of Career Development, 3(1), 7.
  • Psaki, S., Haberland, N., Mensch, B., Woyczynski, L., & Chuang, E. (2022). Policies and interventions to remove gender‐related barriers to girls’ school participation and learning in low‐and middle‐income countries: A systematic review of the evidence. Campbell Systematic Reviews, 18(1), e1207.
  • Qureshi, A., & Qureshi, N. (2021). Challenges and issues of STEM education. Advances in Mobile Learning Educational Research, 1(2), 146-161.
  • Reinking, A., & Martin, B. (2018). The gender gap in STEM fields: Theories, movements, and ideas to engage girls in STEM. Journal of new approaches in educational research, 7(2), 148-153.
  • Rogers, A. A., Boyack, M., Cook, R. E., & Allen, E. (2021). School connectedness and STEM orientation in adolescent girls: The role of perceived gender discrimination and implicit gender-science stereotypes. Sex roles, 85(7), 405-421.
  • Sakellariou, C., & Fang, Z. (2021). Self-efficacy and interest in STEM subjects as predictors of the STEM gender gap in the US: The role of unobserved heterogeneity. International Journal of Educational Research, 109, 101821.
  • Sánchez-Tapia, I., & Alam, A. (2020). Towards an Equal Future: Reimagining Girls’ Education through STEM. UNICEF.
  • Shenouda, C. K., Patel, K. S., & Danovitch, J. H. (2024). Who can do STEM?: Children’s gendered beliefs about STEM and non-STEM competence and learning. Sex Roles, 90(8), 1063-1074.
  • Sivakumar, I., & Manimekalai, K. (2021). Masculinity and challenges for women in Indian culture. Journal of International Women’s Studies, 22(5), 427-436.
  • Speldewinde, C., & Campbell, C. (2023). Bush kinders: enabling girls’ STEM identities in early childhood. Journal of Adventure Education and Outdoor Learning, 23(3), 270-285.
  • Stephenson, T., Fleer, M., & Fragkiadaki, G. (2022). Increasing girls’ STEM engagement in early childhood: Conditions created by the conceptual playworld model. Research in science education, 52(4), 1243-1260.
  • Stephenson, T., Fleer, M., Fragkiadaki, G., & Rai, P. (2022). “You can be whatever you want to be!”: Transforming teacher practices to support girls’ STEM engagement. Early Childhood Education Journal, 50(8), 1317-1328.
  • Tam, H. L., Chan, A. Y. F., & Lai, O. L. H. (2020). Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong. Children and Youth Services Review, 119, 105624.
  • Tamrat, W. (2022). Gender Parity and the Leaking Pipeline. In Higher Education in Ethiopia (pp. 18-20). Brill.
  • Tandrayen-Ragoobur, V., & Gokulsing, D. (2022). Gender gap in STEM education and career choices: what matters?. Journal of Applied Research in Higher Education, 14(3), 1021-1040.
  • Tandrayen-Ragoobur, V., & Gokulsing, D. (2022). Gender gap in STEM education and career choices: what matters?. Journal of Applied Research in Higher Education, 14(3), 1021-1040.
  • Trisnani, E., & Badruzaman, I. (2023). The Roles of UNFPA-UNICEF in the Case of Child Marriage in Yemen 2016-2019.
  • Ullah, R., Ullah, H., & Allender, T. (2020). Girls Underperforming in Science: Evidences from Khyber Pakhtunkhwa, Pakistan. Journal of Elementary Education, 29(2), 1-14.
  • Ullah, R., Ullah, H., & Allender, T. (2020). Girls Underperforming in Science: Evidences from Khyber Pakhtunkhwa, Pakistan. Journal of Elementary Education, 29(2), 1-14.
  • Ullah, R., Ullah, H., & Bilal, M. (2020). Biological versus feminists perspectives on Girls’ underperformance in STEM subjects in Pakistan. Liberal Arts and Social Sciences International Journal, 4(1), 10-18.
  • UNICEF. (2020). Towards an equal future: Reimagining girls’ education through STEM.
  • Uzor-Isiugo, C. J., Ehirim, N. C., & Ofor, M. Effect of Peer Influence on the Girl-Child Interest in Science, Technology, Engineering and Mathematics (STEM) Subjects in Imo State, Nigeria.
  • Veldman, J., Van Laar, C., Thoman, D. B., & Van Soom, C. (2021). “Where will I belong more?”: The role of belonging comparisons between STEM fields in high school girls’ STEM interest. Social psychology of education, 24(5), 1363-1387.
  • Walan, S. (2021). The dream performance–a case study of young girls’ development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama. Research in Science & Technological Education, 39(1), 23-43.
  • Wang, S. (2024). Exploring early childhood educators’ perceptions and practices towards gender differences in STEM play: A multiple-case study in China. Early Childhood Education Journal, 52(6), 1121-1134.
  • Wibowo, H. R., Ratnaningsih, M., Goodwin, N. J., Ulum, D. F., & Minnick, E. (2021). One household, two worlds: Differences of perception towards child marriage among adolescent children and adults in Indonesia. The Lancet Regional Health–Western Pacific, 8.
  • Wingard, A., Kijima, R., Yang-Yoshihara, M., & Sun, K. (2022). A design thinking approach to developing girls’ creative self-efficacy in STEM. Thinking Skills and Creativity, 46, 101140.
  • Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana. SN Social Sciences, 3(1), 12.
  • Young, J. L., Young, J. R., & Capraro, R. M. (2020). Advancing Black girls in STEM: Implications from advanced placement participation and achievement. International Journal of Gender, Science and Technology, 12(2), 202-222.

 

Professional Development Resources by Institute of Education Sciences (IES)

  1. IES Grant Writing Workshop
  2. IES Application Process
  3. After Submitting an IES Application
  4. IES Peer Review Panel Discussion
  5. FY2020 IES Grant Writing Workshop Webinar
  6. General Grant Writing Tips by IES
  7. 2-Grant-Writing-Handbook

 

Other Professional Development Resources

  1. Educational Grant Writing
  2. Planning to Write Your Grant Proposal
  3. Researching Your Grant Proposal
  4. Writing Your Grant Proposal
  5. Following up on Your Grant Proposal
  6. Grant Writing 101
  7. Grants and Proposal Writing

 

Professional Development Resources by the Institute of Education Sciences (IES)

  • IES Grant Writing Workshop

This Grant Writing Workshop webinar focuses on in-depth information about preparing applications in response to Requests for Applications.

  • FY2021 IES Grant Writing Workshop

 

  • IES Application Process

During this Application Process webinar, IES provides information regarding the grant submission process. Topics focus on the application instructions, including content, registration, and submission through Grants.gov, and application forms.

 

  • After Submitting an IES Application

In this video, The IES Office of Science, which oversees the peer review of grant applications, describes what happens to your IES grant application after you submit it to Grants.gov.

 

  • IES Peer Review Panel Discussion

This video by the IES Office of Science invites you to take an inside look at a peer review panel meeting for grant applications submitted to NCER and NCSER.

FY2020 IES Grant Writing Workshop Webinar

  • General Grant Writing Tips

General Grant Writing Tips for Success

Other Professional Development Resources

  • Educational Grant Writing

  • Planning to Write Your Grant Proposal

  • Researching Your Grant Proposal

  • Writing Your Grant Proposal

  • Following up on Your Grant Proposal

  • Grant Writing 101

  • Grants and Proposal Writing

https://www.youtube.com/watch?v=KRmyVdlptW

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