Empowering girls to flourish in STEM fields requires not only nurturing their skills but also bolstering their confidence. This connection was clearly evident to Shane Woods, the executive director of Girlstart, an organization dedicated to inspiring young girls in the sciences. During a memorable event, Woods accompanied her goddaughter, Sailor, to a Girlstart back-to-school celebration. Enthusiastic and curious, they delved into activities involving rockets and robots together. On the way home, Sailor shared a realization: “I always liked science. Now I know I can do science,” reflecting a newfound belief in her capabilities, prompted not by career discussions but by sheer engagement.
So, the essential question for mentors and educators becomes: How do we sustain and grow that spark of interest in STEM? This is a fundamental challenge addressed in a new report based on the Girls’ Index survey, which tapped into the aspirations and perceptions of 17,500 girls ranging from fifth through 12th grade regarding STEM careers.
Despite women making strides educationally — outpacing men in degree attainment and completing high school with higher frequency — their representation in STEM fields grows at a sluggish pace. While more women are entering the fields of science and technology, they remain underrepresented in both academic achievement and the workforce.
Ruling Our Experiences, an organization that investigates girls’ attitudes and aspirations, has compared survey data from 2023 to that collected in 2017. These findings show that the percentage of girls expressing interest in STEM fields rose by 10 percentage points to 55 percent. Unfortunately, the number of girls who describe themselves as confident enough for their dream jobs has significantly decreased.
Lisa Hinkelman, founder and CEO of Ruling Our Experiences, stresses, “I want everyone engaged with a girl in their life to recognize this data’s significance, as it shows how vital it is to foster a generation of confident, capable girls — in STEM and beyond.”
High Interest, Lower Participation
The enthusiasm for STEM subjects is present. More than half of the surveyed girls expressed a keen interest in STEM careers, with a 10 percent rise since 2017, transcending diversity in age, income, and ethnicity. Notably, this enthusiasm surged by 20 percent among fifth and sixth graders.
However, this does not necessarily translate to active participation in these fields. The report reveals several external pressures that may deter girls from enrolling in STEM courses or envisioning careers in these domains.
Worryingly, self-assessment in math and science competence fell from 73 percent in 2017 to 59 percent in 2023, even among high-performing students. Hinkelman points out the importance of addressing these confidence gaps alongside increasing exposure to STEM opportunities: “If we’re to amplify girls’ presence in STEM, nurturing their skills is crucial, but so is enhancing their self-belief.”
A significant concern is the persistence of gender stereotypes and myths about science and math that might dissuade girls from engaging in these subjects in higher grades. A notable 28 percent of high school girls admitted to sidestepping classes with scant female presence.
Overall, 56 percent of girls reported feeling excluded based on gender, and many expressed feeling pressured to conform to traditional female stereotypes. A similar portion hesitated to assume leadership roles, fearing perceptions of being domineering.
Girlstart has embarked on a mission to change this narrative, engaging girls across three states with after-school initiatives, summer camps, and conferences that emphasize both mentors and community. Woods emphasizes that girls often hear there aren’t enough women in STEM, and being the lone girl in a STEM class seems daunting.
“Our focus is on community and relationship-building,” says Woods. “Girlstart aims to link like-minded peers, creating a network where girls, even if the sole female in their physics class, never have to feel isolated.”
Another challenge lies in the messaging surrounding STEM. A significant 89 percent of girls desire careers that help others, yet many don’t perceive this possibility within STEM. Only about half are interested in both STEM and service-oriented careers.
The report highlights a stereotype-driven focus on caregiving roles may steer girls towards traditional paths, overlooking STEM’s potential to drive positive change, such as in healthcare or environmental problem-solving. Demonstrating how STEM fulfills their aspirations for impact could attract more diversity to the field.
Crisis of Confidence
Concerning trends emerged regarding how girls perceive their abilities and future potentials. By 2023, confidence levels fell nearly across all grade levels compared to 2017, prominently among fifth and sixth graders. More girls doubted their intelligence in achieving career aspirations.
Beyond the realm of STEM, these confidence concerns are pervasive. A staggering 57 percent of girls felt uncared for at school, and only 39 percent sensed belonging. Hinkelman was particularly struck by the pronounced confidence depletion among younger students.
“Girls are absorbing societal messages that they’re not adequate or suitable for certain roles,” she suggests. “This self-doubt transcends their overall perception of self and potential, impacting their view of STEM capabilities too.”
To truly cultivate confidence, educational systems must intertwine it with STEM competence development, she advises. Woods shares the sentiment, advocating for spaces where girls can take pride in their efforts without worrying about perfection.
Data underscores the benefits: confident girls were 20 percent more likely to pursue STEM careers. Notably, those who felt supported at school showed 50 percent more interest in STEM compared to their peers.
“Girls need assurance for taking risks,” Woods posits. “To learn and grow together, even in failure, to recognize STEM fields pave the path to global impact.”
For more insights, visit the original source: EdSurge.
