Help Her Feel Included in STEM

Module 2 – Chapter 1

How can afterschool programs increase equitable access to STEM?

Afterschool programs provide opportunities to broaden children’s ideas about who can be successful in STEM by including students from diverse backgrounds. 

Inclusive STEM Learning

Educators should aim to develop an affirming and welcoming environment where ALL learners can flourish as they explore science, technology, engineering and math (STEM).

An inclusive STEM experience sees and values the differences learners bring to the experience. All learners are valued and respected including:

• Considering all learners’ ideas, interests, or prior knowledge
• Valuing girls and boys as you seek their perspectives
• Encouraging all learners to take part in conversations

Encouraging learners and families from diverse cultural and linguistic backgrounds to take part in the STEM activities.

Who does STEM?

We all have many identities, including children. Very young children may be less aware of their gender and how it relates to their identity as someone who “can do” science and math. But by mid elementary school, children start to become aware of common misconceptions and stereotypes about who belongs in STEM programs and activities expressing false ideas, rather than more accurate ones:

False Stereotypes	Accurate Ideas
“Robotics is for boys, not girls.” “Girls don’t like science as much as boys.” “It is very hard to be a female mathematician/engineer.” “Boys are better at math than girls.” “You have to be a genius to do STEM.”	“Robotics is for anyone.” “Lots of girls and boys like science.” “Female mathematicians/engineers are valuable.” “Anyone can do well in math if they practice.” “STEM is for anyone who wants to learn.”

When children start to look at themselves through these lenses, they may feel like they don’t belong in STEM or they do belong in STEM. They may start to see themselves as:  

•       STEM In-group: A social category that identifies strongly with doing STEM or being good at math and science.
•       STEM Out-group: A social category that suggests you don’t belong in STEM or have enough skills for math and science.

Our goal as educators is to help all children believe that STEM is for everyone! And that doing science and math can be really fun. In fact, anyone can be a scientist if they embody these traits of a constant desire to learn and a mindset that doing STEM requires hard work.

Play Video: Help Her Feel Included

References:

Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389-391.

Lei, R. F., Green, E. R., Leslie, S. J., & Rhodes, M. (2019). Children lose confidence in their potential to “be scientists,” but not in their capacity to “do science”. Developmental science, 22(6), e12837.

Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives, 15, 203-210.

Rhodes, M., Cardarelli, A., & Leslie, S. J. (2020). Asking young children to “do science” instead of “be scientists” increases science engagement in a randomized field experiment. Proceedings of the National Academy of Sciences, 117(18), 9808-9814.