The "IT" Girls: Inspiring Girls in Science, Technology, Engineering, Art, and Math [Pipelining: Attractive Programs for Women]

2012 ◽  
Vol 6 (2) ◽  
pp. 38-40
Author(s):  
Nancy Salim
2020 ◽  
Vol 8 (2) ◽  
pp. 159-174
Author(s):  
Rana Dajani ◽  
Sonali Dhawan ◽  
Sara M. Awad

There has been much scholarly research, especially in the West, exploring the underrepresentation of women and girls in Science, Technology, Engineering, and Mathematics (stem) fields. Unfortunately, there is a paucity of research on women in the Middle East, and the elements that drive them to enroll in stem are shrouded by the stereotypical image of the “oppressed Arab women.” Despite the dearth of studies, the available literature has demonstrated that the percentage of women pursuing an education in stem fields is higher in the Middle East in comparison to the West. According to 2015 data from unesco, regional averages for the share of female researchers are 39.8 percent for Arab states and 32.3 percent for North America and Western Europe. In this paper, we ask: what is the Middle East doing differently? How has the region, or at least parts of it, successfully nurtured women in stem? What factors have aided women from the region to study stem subjects? Our modest hope is that gaining a better understanding of this phenomenon will start the larger conversation of intellectual exchange between East and West in a way that has yet to be seen by the world of academia, and that will have a positive impact on females around the globe.


2019 ◽  
Vol 43 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Kristina Henry Collins ◽  
Nicole M. Joseph ◽  
Donna Y. Ford

Many commonplace stories, including the authors and those they have heard, substantiate a critical and undeniable truth: marginalized and underrepresented students’ development through the science, technology, engineering, and mathematics (STEM) pipeline is centered on race and gender and is impacted by (un)intentional and (in)formal interactions with other variables. A noticeable issue in STEM and gifted education is the poor presence of Black girls. We contend that for females, the disconnect between grades, class performance, and interest is all too familiar. This is true even if they are gifted, and especially for Black girls. This article is written with the resolve to address the underpinning complexity of contemporary challenges of underrepresentation of gifted Black girls in STEM, which are rooted in intersectional issues of race and sex discrimination. We address barriers and offer recommendations for change, mostly grounded in relevant theories.


2010 ◽  
Vol 3 (2) ◽  
pp. 155-160
Author(s):  
Larissa Vingilis-Jaremko

Enter any classroom across Canada, ask children to describe a scientist, and you will likely hear about brilliant, but crazy old men in lab coats and goggles doing dangerous experiments (the mad scientist). Stereotypes such as this, however, can affect an individual’s likelihood to take science courses, and the attention he or she gives to the studies of the sciences.The Canadian Association for Girls in Science (CAGIS) attempts to break the scientist stereotype, and to facilitate interest and confidence in science, technology, engineering, and mathematics (STEM) by holding regular events with fun, hands-on activities led by women and men in STEM-related fields.


2018 ◽  
Vol 42 (4) ◽  
pp. 668-671 ◽  
Author(s):  
Pâmela B. Mello-Carpes ◽  
Ana Lloret

February 11th is the International Day of Women and Girls in Science. To mark this day, research centers and universities were invited by the Spanish Neuroscience Association to organize a symposium. Twenty-five centers in Spain participated in the event, with the intent of giving visibility to the existing problem of the scarcity of women compared with men in (neuro)science in positions of responsibility and command. Fourteen neuroscientists, all staff members of the University of Valencia, arranged the meeting. The morning included lectures by women neuroscientists in different phases of their career: a PhD student, a junior and a senior postdoctoral investigator, and a well-established investigator. In the evening, a roundtable composed of expert women philosophists, STEM (Science, Technology, Engineering, and Mathematics) scientists, and social experts discussed why the gap exists. At the end of the meeting, the exhibition entitled, “Women in Science” commenced: pictures and a brief biography of women who made significant contributions to science were presented. More than 200 people attended the meeting, including the general public, scientists, and secondary school and university students.


Author(s):  
Vong Linda

February 11, 2021 marked the sixth annual International Day of Women and Girls in Science – a day commemorating the global effort to increase the advancement and engagement of women and girls in science and technology fields. Women play critical roles in STEM (science, technology, engineering, math) fields, however gender equity is yet to reach parity, with women accounting for only one third of researchers worldwide


2017 ◽  
Vol 61 (3) ◽  
pp. 239-249 ◽  
Author(s):  
Heidrun Stoeger ◽  
Manuel Hopp ◽  
Albert Ziegler

Online mentoring provides an effective means of extracurricular gifted education for talented girls in science, technology, engineering, and mathematics (STEM). Comparative studies on the effectiveness of one-on-one versus group mentoring are lacking, however. The authors investigated this question in the context of a Germany-wide online mentoring program that employed both approaches. Study participants were girls enrolled in high-achiever-track secondary education in Germany ( N = 347) who were mentored online by female academics in STEM for 6 months, in either one-on-one ( N = 156) or group mentoring ( N = 191). It was assumed that the specific many-to-many group-mentoring condition examined in our study would be more effective than the one-on-one mentoring condition with respect to (a) the proportion of STEM communication and (b) the extent of STEM-related networking, both of which are important predictors of successful mentoring. Furthermore, the authors (c) expected more growth in elective intentions for the group-mentoring participants and (d) assumed that participants’ centrality in their respective STEM networks would predict this increase. The study presents empirical support for all four assumptions and thus suggests that the special form of group mentoring examined here may be a more successful measure of extracurricular gifted education for girls in STEM than one-on-one mentoring.


Author(s):  
Martin Bridgstock ◽  
David Burch ◽  
John Forge ◽  
John Laurent ◽  
Ian Lowe

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