Ways to Break Gender Stereotypes

Module 2 – Chapter 3

You want the girls in your STEM program to know that they can be a scientist or engineer! So be aware of things that may unknowingly promote gender stereotypes. The environment we create in afterschool programs can bust gender stereotypes. Educators can also help parents understand ways they can encourage their girls to see themselves as capable of doing STEM. Here’s a set of tips for ways educators, families, and others can help to dismantle stereotypes:

1. Female Role Models – Female STEM educators from diverse or under-represented backgrounds in STEM can act as role models and help to break down stereotypes, which can have powerful impacts on children from similar backgrounds. Another way to positively impact children is to incorporate materials that feature female scientists and engineers from diverse backgrounds, such as shared reading of books featuring females in STEM, or video interviews with parents and community members with STEM careers. For example, check out this link for children’s books with females in STEM or various online videos of females in STEM such as SciGirls or If/Then Collection.
2. Non-gendered Toys/Materials – Look at who uses which spaces, equipment, and activities. Make sure that children get access to a variety of hands-on STEM activities as well as toys. During unstructured play time, avoid suggesting that boys should play with trucks and girls should play with dolls. Instead, give girls and boys equal opportunities and encouragement to explore toys and materials in their afterschool program. 
3. Think Before You Speak – The way you speak about women and girls affects the way girls view themselves. For example, saying “girls are just as good as boys at math!” can actually make children think the opposite is true. Even using gender to divide children up (“Girls line up first!”) can reinforce the idea that they are fundamentally different. Instead of saying “Good morning, boys and girls!” say, “Good morning, students/friends/children!” 
4. Challenge Stereotypes – When you hear children or adults repeating stereotypes, ask them more questions. “Do you think that’s fair?” “Why can’t girls be engineers?” You can offer counter-examples from your own experience and point out similarities between individual girls and boys. 
5. Growth Mindsets – The fear of making mistakes can make girls feel intimidated or not confident in STEM. Help them have a “growth mindset” – to realize that everyone can get better at STEM with effort, help, and the right strategies. The STEM process involves creative problem solving, trying new things, failing, debugging, and then trying again. That’s part of what makes it so fun! It’s okay to not be perfect and to make mistakes. That’s how we learn; it’s not a sign that you don’t belong. And remember to use this mindset yourself, especially if you have any anxiety related to math or other STEM fields.
6. Promote Belonging – Because girls might feel like they don’t belong, it is important to help them feel valued and that they can make a meaningful contribution. Encourage girls to sign up for STEM activities with a friend. Show them the ways that STEM is social and useful – STEM involves working in teams to solve big problems that will help everyone in our society. Bring in culturally-responsive teaching practices to get students involved in solving problems that are especially important in their community.

Sometimes people say, “Women are underrepresented in STEM because they just aren’t as interested in it,” and conclude that’s just the way it is. But that ignores all the ways that interest in STEM can be shaped by experiences, beliefs, and opportunities. Research has found lots of ways to get girls more interested in STEM. 

You can make a difference, and you can help more girls discover that they have a passion for STEM!

Play Video: Breaking Gender Stereotypes

Reference:

Chestnut, E. K., Zhang, M. Y., & Markman, E. M. (2021). “Just as good”: Learning gender stereotypes from attempts to counteract them. Developmental Psychology, 57(1), 114-125.