Girls & STEAM

Ada Lovelace - first STEAMER and Role Model for girls!

The EU call Girls4STEM states that factors impeding girls' interest and involvement in STEM include: (low) self-perceptions, the perception of STEM professions and gender stereotyping embedded in the socialization process.

Gersoe reports that girls have lower self-efficacy ratings in STEM, despite outperforming boys across school subjects. Even in one of the most gender-neutral countries in the world and despite the evidence of their own marks, girls still seem to be succumbing to the stereotype that girls aren’t as capable as boys.

Gersoe states that we need to tackle the stereotypes they are exposed to and suggests young female STEM Role Models/Ambassadors. The KIKS project also suggests the importance of women primary teachers as role models.

What about Ada Lovelace (1815 - 46)!

Ada Lovelace, a young English Aristocrat, wrote a "Note" on the Charles Babbage 1821 Analytical Engine based on which she is widely credited with the title of First Computer Programmer. Whilst there is much argument over this, she also described:

“Poetical Science merging creativity and technology..."

and

"...how individuals and society relate to technology as a collaborative tool."

and thus I claim her to be the First STEAMER Role Model!

So how to address the challenge of girls and STEAM? The following re-interprets some of this site's content focussing on girls. The Expectation Shock concept and its focus on enhancing Perception of SELF and STEAM, the Hothousing implementation process and role models, its Evaluation of Perception Shifts, and the hugely successful EU KIKS (Kids Inspiring Kids in STEAM) project provides a precedent for girls as role models. The same project also noted the (obvious) importance of teachers. Finally, future directions are mentioned involvong both girls and women teachers as role models.

Expectation Shock - girls inspiring girls in STEAM

(Low) self-perceptions, the perception of STEM professions and gender stereotyping embedded in the socialization process provide (perhaps counterintuitively an opportunity to provide an experience which exceeds their, often low, expectations. Working in groups led by girls over a period of time can have a huge impact - an enduring Expectation Shock – accompanied by enhanced Self Perception (self-esteem, aspirations and respect) and enhanced Perception of the value of e.g Education, Community, STEAM and Technology careers.

Hothousing - girls inspiring girls in STEAM

A powerful vehicle for delivering an Expectation Shock in this way is Hothousing: a series of intensive, creative problem solving workshops demanding close collaboration and communication. The "shock" is NOT in any amazing stimuli/experience presented to the students, it is in what the students themselves experience, achieve and create working together - which CAN be amazing - I just never thought I could do that!

Evaluation - girls inspiring girls in STEAM

PISA International best practice tells us that self-belief and High PERCEPTION of the value of education is a key differentiator of the best international educational systems. Accordingly, we can measure Self Perception (eg self-esteem, aspirations and respect), and enhanced Perception of eg Education, STEM and Technology careers.

KIKS Case Study - girls inspiring girls in STEAM

In the KIKS EU project, girl and boy students provided role models to inspire others - so we have a very successful precedent. Here, we change "Kids" for "Girls" and perhaps the best role model on the EU KIKS project was Lauren from UK who presents her STEAM project...in Spanish, taking a wide range of technical and lifestyle questions.

Girls and STEAMExamples from previous project suggest ways in which the Girls and STEAM challenge might be addressed.

Short version ! Girls and STEAMExamples from previous project suggest ways in which the Girls and STEAM challenge might be addressed.

The KIKS project was an exercise above all in Inclusion where all participants were deliberately treated the same - able and less able, special needs, technophile and technophobe, and self and group selection left to students. AND it worked. So we have a vehicle which offers educational benefits to students. We can therefor use this approach and, in addition pay focus on one or all of the following: