One of Shane Woods' favorite memories as executive director of Girlstart, a nonprofit that aims to empower girls in science, was when a participant brought her own goddaughter to the organization's back-to-school show. .
They did activities with rockets and robots, and Woods asked his goddaughter, named Sailor, what she thought of all this as they headed home.
“She said, 'I always liked science. Now I know I can do science,'” Woods recalls. “Without being asked, I didn't ask about racing. That she has that connection lets us know that she already has the perception of 'I can do it.'”
The question for adults who care about girls like Sailor, Woods says, is: How do we maintain that interest?
That is one of the central questions and challenges of a recently published report based on the Girls' Index, a survey of 17,500 girls in grades five through 12 that includes questions about their goals for the future and perception of science, technology, engineering and mathematics as potential careers.
While women are not only surpassing men in grades, girls are improving academically and completing high school on time more often than boys – the push for parity has moved at a glacial pace in STEM. Although they are increasing, women are still underrepresented in both careers and jobs in science and technology.
Ruling Our Experiences, a nonprofit organization that studies girls' aspirations, behaviors and opinions, compares the 2023 survey results with those obtained in a similar way in 2017.
Its researchers found that while girls saying they are interested in STEM increased 10 percentage points to 55 percent, compared to the survey results five years earlier, the number of girls describing themselves as confident or smart enough to get their dream job has plummeted. .
“I want everyone who has a girl in their sphere of influence to be aware of this data, because I believe we all have a role in creating a generation of more confident, competent and capable girls,” Lisa Hinkelman, founder and CEO . of Ruling Our Experiences, she says, “whether in the STEM realm or other spaces where girls' voices and opinions are needed.”
High interest, lower participation
Girls are interested in science and mathematics. According to the report, more than half of girls across all age groups surveyed said they were considering a STEM career, and overall interest has increased 10 percent since 2017, holding steady across grade levels. income levels and ethnicities. Interest increased the most among the youngest girls, those in fifth and sixth grade, at 20 percent.
That doesn't mean the girls are ready to hit the field.
The report found a host of external factors and social pressures that can prevent girls from taking STEM classes or seeing themselves in scientific jobs.
The share of girls who say they are good at math and science has fallen sharply from 73 percent in 2017 to 59 percent in 2023, and that includes girls whose grades show they excel in those subjects.
“I think this should be especially concerning when we think about the need to ensure that girls have greater representation in the STEM field, in the sense that it's about more than just exposing them to STEM opportunities,” Hinkelman says. “We also have to simultaneously address these confidence challenges and their perceptions about their abilities that are simultaneously impacting what they might do next.”
The researchers also expressed concern that gender stereotypes and misconceptions about math and science could discourage girls from taking those classes as they progress through school. About 28 percent of high school girls reported avoiding classes with low female enrollment.
Overall, 56 percent of girls say they have felt excluded from an activity because of their gender, and most say they feel “pressured to fit into specific stereotypes that are considered appropriate and expected for girls and women.” About the same number said they avoided taking on leadership roles for fear of being seen as bossy.
In Girlstart's work to introduce the world of STEM to girls in 24 school districts in three states, including after-school programs, summer camps and an annual conference, Woods says the organization strives to provide role models and foster kinship . Girls already hear the message that there are not enough women in science and technology, she adds, and being the first or only girl in a science class is not necessarily attractive to them.
“Our girls like community, our girls like relationships, so what Girlstart does is provide that support network of like-minded peers,” Woods says. “You may be the only girl in your physics class at that high school, but hopefully through us you know about other girls in physics classes across the city, that you all have a support network, that you're not doing this alone. ”.
STEM fields also have a messaging problem.
About 89 percent of girls said they want a career where they can help others, but they don't necessarily see that happening in the sciences. Less than half of the girls responded that they wanted both a service career and a STEM career.
“This gap may exist in part because of the stereotype that women are natural caregivers, leading girls toward traditional helping professions,” the report states. “However, STEM fields offer numerous ways to make a positive impact, from developing new medicines to solving environmental problems. By showing girls how STEM careers align with their desire to help, more diverse talent could be attracted to these fields.”
Confidence crisis
The data shows a worrying trend when it comes to how girls reported feeling about their abilities and potential.
The percentage of girls considered safe in 2023 decreased in almost all grades compared to 2017, with the largest drop among fifth and sixth graders. The proportion of girls who say they are not sure they are smart enough for their dream career has increased across all age groups.
The confidence issues girls face extend beyond their perceptions of math and science. About 57 percent said they do not feel cared for at school, and only 39 percent said they have a sense of belonging at school.
Hinkelman says she was surprised by the particularly steep drop in confidence reported by girls in fifth through seventh grade.
“I think girls are internalizing a lot of messages from the world that tell them that they're not good enough, or that they're not smart enough, or that there are certain types of jobs or careers that really aren't for them. ”says Hinkelman. “Many girls have a generally low opinion of themselves and their opportunities and abilities. “I think we also see that reflected in their perceptions of their abilities in specific areas of STEM.”
The education system as a whole needs to start building confidence in science at the same time as students gain competence in STEM subjects, he adds.
Woods says that in a digital world built on a “like” system, girls need environments where they know where they don't have to be perfect as long as they are proud of what they are doing.
The numbers back up what Woods sees in his work. The study found that confident girls were 20 percent more likely than their peers to say they wanted a STEM career. The report found that girls who felt supported and accepted at school also showed more interest in STEM – 50 percent more than their peers.
Girls need to know “that they can take risks in that space, that it is safe to learn from each other, to fail in front of each other to pick themselves up and take it as a lesson or a success,” Woods explains. “That's really the key to changing how girls see themselves in these careers and what they can do, so we have to reinforce that STEM will allow them to change the world.”
