Empowering Girls to Persist in STEM: Strategies for Success
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Chapter 1: The Current Landscape of Girls in STEM
In today's educational landscape, there is a notable emphasis on empowering girls in science, technology, engineering, and math (STEM). Over the past few decades, we have transitioned from subtly discouraging young girls from pursuing these fields to actively inviting them into coding clubs and maker fairs. Despite this positive shift, significant gaps remain. Research indicates that although girls excel in STEM subjects during elementary school, many still struggle to envision a future career in science.
A troubling aspect of this issue is highlighted by the Draw-A-Scientist-Test (DAST), which has consistently shown that as girls grow older, they are increasingly likely to depict scientists as male. This trend appears to become pronounced around the age of 10, and by 16, approximately 75% of girls who are asked to draw a scientist choose to draw a man.
Section 1.1: The High School Drop-off
The DAST reflects a broader trend where high school girls, despite performing on par with boys in STEM subjects, show a declining interest in pursuing these fields further. A 2018 study conducted by Microsoft and KRC Research illustrates this phenomenon.
Recently, I encountered this issue at home when my 10-year-old daughter, who actively participates in STEM activities, remarked that she would like to be a "horse scientist," but noted that scientists are typically men. Whether this was a fleeting thought or a genuine concern, it prompted me to consider the disconnect between engaging in science-related activities and envisioning a career in those fields.
Subsection 1.1.1: Understanding the Disconnect
There is much speculation surrounding the reasons why girls gradually drift away from science and math. Research indicates that girls often experience higher anxiety around math and science assessments, even if their performance is comparable to boys. Additionally, girls who excel in STEM subjects may outperform boys in reading and writing, leading them to feel more comfortable in these areas. Evidence also suggests that societal influences from teachers, peers, and family members may contribute to this trend.
However, many women working in STEM fields point to a significant factor: the absence of visible role models. Numerous women have shared how they doubted their passion or even considered abandoning their career aspirations because they lacked examples of successful women in their respective fields. Children are constantly seeking cues from their surroundings regarding their choices. Without visible examples of women in STEM, they may struggle to envision themselves in these careers, diminishing their motivation to pursue STEM subjects. As Sarah Atkinson aptly puts it, "Young women cannot be what they cannot see."
Chapter 2: Amplifying Women in STEM
To address this visibility gap, one engaging approach is to create large, vibrant posters showcasing influential women in science. Numerous websites offer free, high-resolution posters featuring women like the two-time Nobel laureate Marie Curie and the mathematician Emily Noether. You can easily print these posters in various sizes, making them accessible and affordable.
Here are three excellent sources for women-in-STEM posters:
- The Perimeter Institute provides posters of notable women in physics, math, and computing.
- The Nevertheless Podcast offers posters featuring contemporary women excelling in various STEM fields, available in multiple languages.
- The Beyond Curie website has a selection of posters created for the Women's March for Science.
One of my favorites is a poster of the groundbreaking biologist Lynn Margulis, known for her controversial theories on human cell evolution, which are gaining recognition today.
Section 2.1: The Myth of Genius
While celebrating female scientific role models is vital, it is insufficient to retain girls in STEM. Figures like Marie Curie and Emily Noether are exceptional, and their achievements may create an unrealistic standard for many aspiring young scientists. Debbie Sterling, an engineer and advocate for women in tech, shares her experiences of being perceived as a "genius" simply because of her profession. This perception can inadvertently send a message that STEM fields are for girls only if they possess extraordinary intelligence.
In reality, success in STEM is often a combination of intelligence and hard work, a lesson that many professionals learn only after years of dedication.
Subsection 2.1.1: Real-Life Inspirations
A more effective method to inspire girls to transition from STEM participation to envisioning STEM careers is to provide them with relatable examples of women currently working in their communities. Various programs exist to connect young students with female scientists, engineers, and coders, allowing them to shadow these professionals in their workplaces. Initiatives like Operation Minerva pair elementary school students with women in STEM, emphasizing that success in these careers is attainable for anyone with ambition.
Even if such programs are not available, a treasure trove of resources exists showcasing women in STEM careers, especially on platforms like YouTube. This site, often associated with humorous videos and viral trends, can effectively transform abstract ideas about female scientists into relatable narratives.
The first video that stands out is titled How to Engage More Girls in STEM, where experts discuss strategies to inspire young girls in these fields.
Another noteworthy video is Women In Science Encourage Young Girls: "You Belong In The STEM Fields," which showcases successful women urging girls to pursue their interests in science.
These videos not only highlight women in STEM professions but also spark important conversations, leading to shifts in perception. Before long, what once seemed unattainable in a young girl's mind can transform into a tangible possibility in the vast realm of science and technology.