There continue to be a multitude of reasons why women are underrepresented in STEM (science, technology, engineering and mathematics).
Some of the reasons for this include gender stereotypes about girls’ abilities in math, as noted by the American Association of University Women (AAUW). These gender stereotypes have been proven to negatively affect test performance, while creating an unconscious bias that limits women’s progress in the field.
In a study of nearly 5,000 elementary school students, mostly from the US and Canada, children were asked to draw a scientist. Results showed most of them identified the role as one for men. The collection of drawings gathered from 1966 to 1977 almost exclusively depicted male scientists with only 28 children drawing a female scientist.
While children drew female scientists more often in later decades – mostly by younger children – the study still shows that children primarily associate science with men.
Despite the increased involvement of women in science, this clear gender parity undercuts the fact that females have just as much to contribute to the growing field as men. With the odds out of their favour, how do we expect girls to see themselves as future scientists and STEM professionals?
Teachers and parents can both play an integral role in creating the right environment that shatters these gender stereotypes for girls. Some options include:
- Promoting Books and Films that show Women Excelling in their Chosen STEM Field.
A 2017 Microsoft survey found that young girls in Europe become interested in STEM subjects around the age of 11, but quickly lose interest when they’re 15. Girls may have a lack of exposure to female role models in the field, potentially making them less likely to pursue a career.
However, exposure to characters such as T’Challa in the Black Panther help demonstrate the positive impact female scientists can have on the world around them.
- Encourage a ‘Growth Mindset’
A report by the AAUW noted: “Individuals with a ‘fixed mindset’ believe that intelligence is static, where others think it can be developed through a ‘growth mindset’. Because of this they want to learn more and, therefore, tend to embrace challenges, persist when they encounter obstacles, see effort as a path to mastery, learn from criticism, and be inspired by the success of others.”
When girls are made to believe they have a limited intelligence, they often become more likely to lose confidence and disengage from science and engineering when they encounter difficulties in their course work.
In order to combat gender stereotypes in the field of STEM, teachers and parents encourage girls’ achievements in their chosen area.
- Invite Female STEM Professionals to the Classroom
Gender stereotypes can often be combated by presenting clear role models, as proven by a UK study whose results found that ‘the number of UK girls interested in STEM increases when they have role models compared to those who do not’.
While it remains important for girls to have access to different kinds of media that demonstrate female representation in STEM fields, they can also benefit from speaking with real professionals. This not only personalizes the experience for them but also makes it easier for girls to visualize a female in this career path.
For more information about inspiring girls to pursue STEM, check out the full article by Study International Staff.
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