Warner, Allen R.2015-08-222015-08-22May 20132013-05http://hdl.handle.net/10657/997This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected schools serve a demographic of girls from underserved communities. The study examined each school’s mission and its influence on academic program design, recruitment and selection of students, unique measures that were implemented to meet the needs of minority girls and an assessment of the STEM faculty professional development. The key design elements that were identified included governance and strong mission statement, academic STEM program, external partnerships and STEM engagement, project-based learning, integrated remediation, technology integration, leadership development, service learning and professional development. The findings will assist and influence educational leaders and policy makers to expand and to fund educational models that are shown to be effective in increasing the enrollment of females in STEM fields and building the technological capability and capacity of all citizens.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).STEMAll-Girls Schools and STEMScience educationSTEM educationGirls educationGirlsMinoritiesFemalesSTEM-focused girl schoolsProfessional leadership2015-08-22Thesisborn digital