Middle school girls and STEM: Using digital tools to close the gender gap
by Tricia Hilliard and Laura Albrecht
Picture two students, Isabella and Greg. In elementary school, they loved building robots, performing experiments, and visiting the space museum. Isabella and Greg excelled at math and science, and their teachers described them as confident problem-solvers and spirited critical thinkers. In 4th and 5th grade, they worked together to enter the Science Buddies Fair and won top awards for their projects: Save the Penguins and Spiders: Friend and Foe.
In middle school, differences between the two began to emerge. While Greg’s interest in STEM increased, Isabella’s confidence plateaued. Although they still continued to excel in math and science, Isabella no longer had interest in entering Science Fairs or building robots. Throughout high school, Greg took a number of upper-level science and math courses in addition to electives in computer science and robotics. Isabella successfully completed all of the basic requirements for math and science and opted to complete electives in marketing and business.
From that point forward, the lives of Isabella and Greg continued to diverge. Greg majored in chemical engineering and later became an analytical chemist. Isabella majored in marketing and pursued a career in the retail industry. Over a 40-year career span, Greg will earn nearly $3 million more than Isabella.
While the story of Greg and Isabella may be oversimplified and presumptuous, it is grounded in truth. Although female and male students perform equally well on standardized math and science tests, the middle school years prove to be a pivotal time when girls lose confidence and interest in STEM. The reasons for this downward trajectory are endless; lack of role models, peer pressure, little to no parent support, and misconceptions of what actually constitutes a “STEM professional” to name a few. Nevertheless, these challenges present middle schools with a grand opportunity to intentionally change the tide and promote STEM to middle school girls in newfound ways.
First, it’s important for girls like Isabella to experience the true depth and breadth of STEM. A great place to start is with digital tools such as Made with Code, Girls who Code, and STEM like a Girl. These programs are designed to engage and excite girls about STEM through activities, such as coding trees for the White House Christmas Tree Lighting. These sites can be used by teachers and parents of middle school girls to shed misconceptions of STEM and encourage girls to build new positive identities.
Next, project-based learning (PBL) is a common instructional strategy used to teach and reinforce skills associated with STEM, e.g., problem-solving, critical thinking, and curiosity. Teachers can utilize these downloadable posters of women innovators to spark new project ideas that may attract girls. Additionally, they can present students with real-life stories like that of Leah Wyrick whose mother was diagnosed with cancer. After undergoing a double mastectomy, Leah watched her mother struggle with post-surgery bras that were uncomfortable, ill-fitting, and sometimes caused bruises. Though only a high school senior, Leah worked with her mother’s surgeon to create the Resilience Bra, designed specifically for post-surgery recovery. Stories like Leah’s highlight the use of skills outside of what is typically considered STEM and could empower girls in middle school to have the freedom to create without limitations.
Lastly, research has revealed that the gender gap in STEM can be attributed to girls’ lack of exposure to careers and role models in STEM. Teachers can utilize social media and other digital tools to expose middle school girls to the diverse range of professionals in STEM. For instance, teachers can find potential guest speakers and mentors for girls on Linkedin. For a fee, teachers can use Nepris to bring professionals into their classrooms via video calls to provide students with feedback on projects, provide an authentic audience for PBL presentations, or simply discuss career options. With parent permission, teachers can encourage girls to learn more about prominent STEM practitioners and follow popular hashtags such as #WomenInSTEM and #GirlsInSTEM on Twitter. Most notably, all three platforms have the power to expose middle school girls to careers conventionally associated with STEM, e.g., civil engineer, computer scientist, or marine biologist, as well as “non-conventional” careers in textile design and cosmetic chemistry.
By providing opportunities for girls to see themselves in STEM, teachers can create a culture of inclusivity and individuality. These changes could alter the trajectory of girls like Isabella who enjoyed STEM in elementary school, but whose interest faded during the pre-teen years. The intentional use of digital tools in middle schools has the potential to prepare and inspire the next generation of great female designers, builders, thinkers, and creators.
About the Authors
Dr. Patricia Hilliard serves as a Research Associate and Digital Innovation Coach at the Friday Institute for Education Innovation where she works with school districts to design, deliver, and implement professional learning to meet the needs of all students through a personalized, blended, and/or digital learning environment.
Laura Albrecht serves as a Research Associate and Digital Innovation Coach on the Professional Leading and Learning Collaborative team at Friday Institute for Education Innovation. She works with school districts across North Carolina to design, develop and deliver professional learning to teachers and administrators. Laura began her career as a middle school science teacher in Iowa and most recently was a Senior Administrator in the Wake County Public School System as a coordinator of a STEM grant for high school students.