It’s a no-brainer: Kids should be encouraged to study what they love and what they are good at. So, if a girl loves science and math, then that should be applauded, right?
The problem is, there are subtle verbal cues that little girls often hear from a very young age that can discourage a curious mind from exploring these passions.
As this poignant ad from Verizon and Makers.com, a digital video initiative highlighting the accomplishments of women, shows (via Fast Company), a mother tells her daughter, “Sweetie, don’t get your dress dirty,” as she hikes along a stream. Later, when she’s a little older and using power tools on a project, her dad warns, “Careful with that, why don’t you hand that to your brother?”
They are innocent words, but the ad shows they can leave a big impression.
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We previously reported that women hold only 24 percent of STEM jobs (aka: science, technology, engineering, and math). The reasons for the underrepresentation are many: A widely acknowledged institutional bias against female scientists, a lack of mentorship and encouragement of young women scientists, and a general unwelcoming atmosphere in the lab toward females. When women are being left out of these opportunities, it’s bad for the economy as well.
But these statistics don’t have to remain like this forever — and it all starts by simply changing a little of what we say.
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Tag: Girls in Tech
Young Women in Technology Band Together in Texas to Succeed
Latina women have a hard road sometimes when it comes to pioneering careers in the tech industry.
They comprise only 1 percent of college students enrolled in engineering nationally, according to the Dallas Morning News. They can be outnumbered two to one by men in classes for some disciplines.
Students at the Singley Academy in Irving, Texas, take care of their own by offering a much-needed peer support group, Girls for Technology, for young women trying to make their way through the lucrative but male-dominated career path.
The club is a model for how banding together could help girls break into the ranks of science and tech careers — and demonstrate the different, and valuable, viewpoints young women bring to the table.
Singley Academy’s Assistant Principal Kacy Barton, who helped start Girls of Technology, told Avi Selk of the Dallas Morning News, “Females think differently. The guys get wrapped up in the technical side. ‘How are we going to make this work?’ Girls tend to respond to things they see changing the world around them.”
Lesly Hernandez, a senior, wants to work for NASA someday. Hernandez spent part of her childhood in Mexico while her parents worked in the United States. She now lives with her single mother, a food court manager, and a 6-year-old brother she looks after while her mom works. She’s also her household’s repairwoman.
Another club member, Rubi Garcia, showed early signs of science prowess when she smashed her Barbie radio — and then repaired it.
Supporting each other has given the young women confidence as they prepare for college. Women are essential, Barton says, because they think differently.
A man might say, “‘Let’s …do something else.’ And one of the girls reaches over and says, ‘If we just do these two steps, we’ll get this accomplished.'”
Leave it to a young woman to figure out how to engineer something simply.
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These Girls Had Little Chance of Becoming Scientists, Until They Connected With an Innovator Who’s Improving Their Odds
Latina girls are the least likely of any group to indicate that they’re interested in pursuing a career in the STEM fields, according to a Hispanic Association of Colleges and Universities report. While Latina women comprise eight percent of the U.S. population, they make up just two percent of scientists and engineers.
Luckily, engineer Luz Rivas is aiming to change that with her DIY Girls after school program in her home neighborhood of Pacoima in Los Angeles.
Rivas grew up poor in L.A. with her sister and single mother, often sleeping in other people’s garages because they had no permanent home of their own. In fifth grade, Rivas used a computer at school and immediately fell in love. “I felt like I had a real skill. I always liked things that had a real answer,” she told Erica L Sánchez of NBC News. From then on, she took every science class she could and applied to MIT just to see if she could get in. She did. After overcoming initial fears about leaving L.A., she went to MIT, even though “It felt like it was another country,” she told Sánchez. “I had never met so many students who had parents who were college-educated. It was shocking to see kids whose parents were guiding them. I didn’t have that.”
Now Rivas is stepping in to guide other girls who don’t have role models in STEM fields. After grad school and various engineering jobs, Rivas moved back to Los Angeles in 2013 to start DIY Girls. Most of the fifth grade girls in the DIY Girls after school program are Latina and qualify for free or reduced lunch. Rivas teaches them how to use 3D printers, write computer code, make wearable electronics, build toys, and more.
According to its website, DIY Girls aims to provide “a continuous pathway of support to a technical career” for these girls all the way through high school. Rivas works to develop the girls’ confidence, so that they keep raising their hands and asking questions right on through middle school, when many girls clam up due to peer pressure. DIY Girls expanded its program to a second public school this year.
DIY Girls gets moms involved too, with meetups for women who want to learn technical skills including coding, woodworking, and electronics. Rivas said that many of the girls’ parents work in construction, and become interested in what their daughters are learning. “People in our community are not engineers, but they know how to make things. They know how to make everything,” she told Sánchez. And soon there will be a new generation of women in this neighborhood who can make anything they want to, as well.
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Meet the Scientist Who Teaches Neuroscience With a Toy Cockroach
It goes without saying that most kids think bugs are cool. After all, there’s a reason why ant farms and insect jars have been popular toys for several generations now. Michigan’s Greg Gage is hoping to capitalize on this fasciation with bugs in order to spark a brain science revolution.
After a first career in electrical engineering, Gage fell in love with neuroscience and now he wants to share his enthusiasm with kids. While Gage was earning his Ph.D. in neuroscience at the University of Michigan, he and fellow student Tim Marzullo gave lessons about the brain to kids at nearby inner-city schools. “But it was never quite as cool as what we were doing in our labs,” Gage told Melissa Pandika of Ozy magazine.
So they started to build a machine that would allow students to record when the neurons of insects experienced a voltage spike, sending an electrical impulse to communicate the desire to move a leg, for example. Gage and Marzullo set a goal to only spend $100 and use materials available at hardware stores to build their SpikerBox. Even when the original prototype failed, it generated enough interest that they garnered sufficient donations to continue their quest.
The eventual result — dubbed Backyard Brains — offers a variety of kits and tools for kids to launch their own neuroscience investigations, including the EMG SpikerBox that amplifies the “hidden messages” of the user’s nervous system, and the Roboroach, a kit of tools that allows the user to attach electronics to a roach to briefly control its movements through the microstimulation of its neurons. (The Roboroach is based on a current treatment for Parkinson’s disease.) Backyard Brains also hosts workshops to teach kids how to build their own SpikerBoxes.
The Backyard Brains website outlines the mission behind these products: “The brain is complex, but extremely fascinating. We need more people interested in studying the brain because 20% of the world will have a neurological disorder…and there are no cures!” Gage told Pandika. “I want to find extremely smart people who typically decide ‘I want to be a doctor’ or ‘I want to go to Wall Street.’ We’re hoping to start a neuro-revolution.”
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If You Want Your Daughter to Dream Big, Have Her Play With This Classic Toy
Walk down the aisle at your local toy store that houses Barbie, and you’re apt to see Mattel’s signature female toy dressed for all sorts of aspirational careers — from astronaut to entrepreneur. But do the job choices of the popular blonde influence girls that play with her? Two researchers wanted to answer this question.
Aurora Sherman of Oregon State University and Eileen Zurbriggen of the University of California, Santa Cruz randomly assigned 37 girls between the ages of four and seven to play either with a Doctor Barbie, an identical Barbie in sexualized clothes, or a Mr. Potato Head doll for five minutes. Next, they presented the girls with pictures of the backgrounds to various occupations that did not feature any people in the image. One career depicted was gender neutral (restaurant worker), five were of jobs that a higher concentration of women work (librarian, daycare worker, teacher, nurse, and flight attendant), and five were of jobs that a higher percentage of men work (police officer, construction worker, pilot, doctor, and firefighter). After presenting each picture, the researchers asked the girls if they could do that job and if a boy could do that job.
The results, published in the journal Sex Roles, were startling: Girls that played with either Barbie (which had the same unrealistic body type, regardless of how she was dressed), saw fewer career options for themselves than boys. Girls who played with Mr. Potato Head saw about the same number of career options for themselves as boys. In an email that Sherman wrote to Megan Gannon of Live Science (a website featuring the latest in scientific news), she said, “One psychological theory indicates that adult women who are given cues of sexualization (through dress or pictures) perform worse on academic tasks. My co-author and I speculate that Barbie might work as the same kind of cue for girls, but more research is needed to fully test this speculation.”
Our guess is that now, a lot of parents are going to encourage their daughters to play with the goofy-looking spud instead of the trendy lady from Malibu.
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One Small Tweak Made a World of Difference in This Computer Science Class
Something revolutionary happened last spring at the University of California Berkeley. For the first time ever, as far as digitized records indicate, more women than men enrolled in Professor Dan Garcia’s introductory computer science course, “Beauty and Joy of Computing.” Men have long outnumbered women in computer science majors, earning 81.8% of the bachelor’s degrees according to a 2010 National Science Foundation report, and are far more represented in careers in the field. So professors at Berkeley, Stanford, and elsewhere have retooled their computer science classes, especially introductory ones, with the hopes of attracting more women to them.
Garcia told Kristen V. Brown of the San Francisco Chronicle that he conceived his computer science class for non majors as being more than “just programming,” and he made it “kind of right-brained as well.”
Sumer Mohammed took Garcia’s course without plans to major in computer science, and the class changed her mind. She’s now an electrical engineering and computer science major. In recent years Berkeley and Stanford have about doubled their computer science enrollment among women, who now comprise 21% of the students in this discipline at each school.
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What Has Two Pom-Poms, a Ph.D. and a Passion for Science?
Wendy Brown is a cheerleader for the Oakland Raiderettes, performing dance routines at football games for which she makes $5 an hour. But Brown thinks girls should be more interested in following her example into her other occupation: scientist. When she’s not shaking pompoms, Brown is earning her Ph.D. in biomedical engineering at the University of California Davis. That’s why she’s a member of the Science Cheerleaders, a group of women with big smiles and even bigger brains, who share an ambition to get young girls to think differently about careers in science and engineering.
Brown told Zack Seward of Onward, “Our ultimate goals are to inspire young people to be interested in science, specifically young girls, and to playfully challenge stereotypes.” The Science Cheerleaders, whose members also include professional cheerleaders for the Redskins, the Titans, and the Kansas City Chiefs who are studying and working in such fields as engineering, neuroscience, and pathology, performed at the half time of a recent Philadelphia 76ers game, where they were introduced with information about their research interests and led the crowd in a participatory science project.
Hilary Nicholson, a cheerleader who’s working toward a Ph.D. at Brown, told Seward, “I stand out on the court and they announce I’m a molecular pharmacology and physiology Ph.D. student, and I have my hair curled and I’m wearing a short suit and it doesn’t look like what they’re expecting. That polar opposite perception really drives the point home.” Three cheers for that!
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Inside the Movement to Train a Nation of Female Scientists
On January 8, Million Women Mentors launched an ambitious initiative to find a million women working in science, technology, engineering and mathematics careers to become mentors for young women. They’ve already had 44,000 experienced professionals sign up to help, either through in-person or online mentoring or by providing internships or job opportunities.
Million Women Mentors is collaborating with 42 partner organizations, including 4-H, Girls Inc., and the Girl Scouts, who will connect them with girls seeking mentorship. They’ve also lined up corporate sponsors such as Walmart, Cisco and General Motors.
The unprecedented joint effort behind Million Women Mentors seeks to turn around some troubling statistics: women earn 60 percent of undergraduate degrees, but only 11 percent of computer science degrees. And women make up nearly half the American work force, but only hold 24 percent of the jobs in STEM fields. Julie Kantor, chief partnership officer for STEMconnector, says that the trouble starts in middle school when girls who are naturally interested in science begin to feel that they don’t fit in science classes because the number of other girls taking them decrease. “That’s when ‘I hate math, I hate science’ starts for girls,” Kantor told Gregory M. Lamb of the Christian Science Monitor. With the help of the Million Women Mentors initiative, hopefully we’ll put the days of Barbie dolls saying “Math class is tough!” long behind us.
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Why Are These Female Scientists Tweeting Photos of Their Manicures?
Hope Jahren runs the geobiology lab at the University of Hawaii Manoa that bears her name, The Jahren Lab, where scientists study things like the carbon isotope composition of terrestrial land plants. But just because Jahren is brainy, it doesn’t mean she can’t also enjoy showing off her manicure. Jahren noticed that Seventeen magazine regularly invites its readers to share a photo of their nails on Twitter with the hashtag #ManicureMonday. Jahren thought, why not invite female scientists to contribute to this Twitter hashtag in the hopes of changing girls’ perceptions of what it means to be a scientist?
She tweeted her idea and it took off, attracting such manicure photos as that of Sarah Hörst, working on a post-doctorate in Astrophysics at the University of Colorado, who posed her glossy planet-themed nail next to a tiny model of the Mars Rover. Jahren recently tweeted a photo of herself holding a dish of algal infections, which she described as “the bane of our existence here in @JahrenLab.” Other scientists posted photos of their nails gripping beakers or ferns or measuring fossils or accessorizing with leaf insect nymphs.
Young women checking out the Seventeen hashtag responded by tweeting questions to the scientists, and just may have had their minds changed about what a typical scientist looks like. Jahren told Laura Vanderkam of USA Today, “I like to have pretty nails and cute shoes and makeup and dresses, and I do care about the way I look. But I am also very serious about my science, and these two things are not incompatible.” The scientist manicure photos, which continue to appear, sound like a fun Twitter game that just might get girls to consider the important academic field.
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If We Want More Women in Science, We’re Going to Have to Train Them. Here’s How to Do It
Washington University in St. Louis has established itself as a leading scientific institution with such initiatives as the Human Genome Project. Now the school is supporting a new project that could be just as revolutionary: fostering the next generation of female scientists. The university is sponsoring a girls-only charter school focused on science and engineering, projected to open in St. Louis in August 2015, and here’s the revolutionary part—it won’t cost students a dime. A combination of private donors and public funding will finance the school, which hopes to enroll 500 students a year by 2020, although it’s starting with only sixth and seventh graders.
Hawthorn’s founder, Mary Danforth Stillman, told Diane Toroian Keaggy of Washington University:
“The single-sex option is out there for people who can pay, and now we are saying, ‘Let’s provide that option to students with limited financial resources.’ At Hawthorn, every leadership role will be filled by a girl. Every classroom discussion will be led by a girl. Hawthorn girls will be encouraged to reach their highest potential in and out of the classroom, and our faculty and staff will provide the support and encouragement they need to realize that potential.”
How’s that for girl power?