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neutral classroom

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neutral classrooms

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engaging boys

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engaging girls

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Did you know that despite similar interests and abilities in STEM subjects (defined here as science, technology, engineering, and math), women are considerably less likely to end up in STEM careers? Although women's equality in education and the workplace has come a long way, stereotyping and biases (both subconscious and overt) continues to hinder women from choosing STEM careers, even if that's what they are passionate about.

The good news: educating and empowering girls in STEM from a young age can overcome some of these barriers. As a teacher, you have the power to help girls follow their interests in any STEM subject and avoid limiting themselves because of their gender.[6] Whether you're an elementary school teacher or work with older grades, you have the power to make a difference.

Women's History Month is just around the corner, and now is the perfect time to re-evaluate how you approach STEM in your school. Read on to discover the barriers that women in STEM face and how you can help counteract them through lessons and classroom strategies.

There Is a Gender Gap in STEM Education, and Here's Why

Despite making up more than half of the U.S. workforce, women hold less than 25% of all jobs in STEM.[5] This lack of women in STEM careers is statistically most profound in engineering, where only 13% of all practicing engineers are women.[15] Additionally, women earn less than 20% of all STEM degrees, despite similar GPAs and interest in STEM subjects.[7]

If neither interest nor ability causes this lack of gender diversity in STEM, then what is going on? The answer is likely multifaceted, but researchers point to a few common causes, including:[5,8]

Lack of female role models in STEM

Gender stereotyping against women who are interested in STEM

Limited family-friendly flexibility in STEM careers

Women in STEM feel left out of their career's culture

For these reasons, even women with STEM degrees are less likely to work in STEM careers. Instead, they are more likely to work in education or medicine.[5] Without counteracting these issues, girls will continue to face barriers to pursuing STEM careers, even if that's where their interests lie.

How Teachers Can Support Girls in STEM in the Classroom

With such stark statistics showing a gender gap in STEM, it can feel overwhelming for elementary school teachers to combat it. But the earlier you teach girls about STEM in your class, the more likely they will be to pursue STEM education and careers as they get older.[3] Plan plenty of science and math activities in your elementary classroom to interest girls in STEM, and create a safe space for them to follow that passion.

Introducing girls to female role models in STEM can also help them feel empowered.[2] If you find that your history lessons focus heavily on famous men in history and science, it might be time to adjust your curriculum. Teach lessons about women who revolutionized the math and science fields, like Marie Curie or Katherine Johnson.[1]

Additionally, one case study found that STEM programs can decrease gender gaps and improve interest and confidence in STEM for all students. Consider collaborating with local or popular programs that focus on involving girls in STEM, such as:

And finally, be mindful of hidden biases you might have towards women in STEM.[2] Sometimes, subconscious (or implicit) biases can shape our actions without realizing it. Encourage both boys and girls to pursue their interests in STEM, and help every child in your class feel like they can succeed in the sciences.

Try These School Activities to Empower Girls in STEM

Create Personalized STEM Activities

Personalized assignments are one of the best ways to interest young students in STEM and help girls feel like they can succeed in math or science.[10] Plan your STEM curriculum and activities around your female students' interests to help them feel confident and assured they belong in the sciences.

If you have a student who's passionate about art, for example, create paper-mache models of what you're studying in class. Or if you know a student who loves sports, teach them about the laws of physics using a soccer ball as an example.

Hold a "STEM Women in History Day" in March

March is Women's History Month. Use this time as an opportunity to teach students about the accomplishments of women in STEM fields.[11] Create a lesson (or even a whole day) dedicated to the impact women have had in STEM and the many STEM careers that girls in your classroom can pursue in the future.

Invite a Guest Speaker

While it's important to honor and teach students about the legacy of notable scientists, a women in your community can make a bigger impact. Invite women who work in STEM to speak about their career and answer student questions in your classroom.[1] That way, girls in your class clearly see that they have a place in science.

Create a STEM Mentorship Program

For older students who are interested in a STEM career, a mentorship program can give them someone to answer questions and build a career plan with.[12] Get in touch with women in your community who work in STEM fields and ask if they would be willing to mentor interested students in your class. If one-on-one mentors aren't possible, group mentors can also be effective.[14]

5 Children's Books About Famous Women in STEM

One of the most powerful ways to fight back against the gender gap in STEM is by giving girls role models. As an educator, use story time to teach your students about famous and notable women in STEM.

These five children's books about women in STEM will empower the girls in your classroom with the knowledge that they can do anything they set their minds to:

Sources:

1. Nuno-Torrisi, D. 3 Ways to Excite and Encourage Girls in STEM in Your Classroom. Retrieved from wgu.edu: https://www.wgu.edu/heyteach/article/3-ways-excite-and-encourage-girls-stem-your-classroom1803.html

2. Resanovich, M. 5 ways to support girls in STEM. Retrieved from nwea.org: https://www.nwea.org/blog/2018/5-ways-to-support-girls-in-stem/.

3. Purcell, K.D. 5 Ways to Get Girls into STEM. Retrieved from edutopia.org: https://www.edutopia.org/blog/5-ways-girls-involved-STEM-karen-purcell.

4. Herricck, L. Women in STEM Begins With Girls in STEM: 7 Ways to Support a Generation of Scientific Young Women. Retrieved from huffpost.com: https://www.huffpost.com/entry/women-in-stem-begins-with-girls-in-stem-7-ways-to-support-a-generation-of-scientific-young-women_b_5628908.

5. Beede, D.N., Julian, T.A., Langdon, D., McKittrick, G., Khan, B., and Doms, M.E. Women in STEM: A Gender Gap to Innovation. Economics and Statistics Administration Issue Brief, August 2011, pp. 4-11.

6. Liben, L.S. Developmental Interventions to Address the STEM Gender Gap: Exploring Intended and Unintended Consequences. Advances in Child Development and Behavior, 2014, 47, pp. 77-115.

7. Viadero, D. Researchers Mull STEM Gender Gap. Education Week, June 2009, 28(35), pp. 1-2.

8. Cheryan, S., Ziegler, S.A., Montoya, A.K., and Jiang, L. Why are some STEM fields more gender balanced than others? Psychological Bulletin, January 2017, 143(1), pp. 1-35.

9. Nazier, G., Hawthorne, M., and Henley, T. Narrowing the Gender Gap: Enduring Changes in Middle School Students' Attitude Toward Math, Science and Technology. Journal of STEM Education: Innovation and Research, 2014, 15(3), pp. 29-34.

10. Tornio, S. 8 Ways to Get More Girls Involved in STEM That Really Work. Retrieved from weareteachers.com: https://www.weareteachers.com/learn-how-to-get-girls-in-stem/.

11. Barratt, B. How To Get Young Girls Excited About A Career In STEM. Retrieved from forbes.com: forbes.com/sites/biancabarratt/2019/01/25/how-to-get-young-girls-excited-about-a-career-in-stem/#439b40cb5601.

12. Paterson, J. Engaging Girls in STEM. Retrieved from nassp.org: https://www.nassp.org/2019/10/01/engaging-girls-in-stem/.

13. Milgram, D. How to Recruit Women and Girls to the Science, Technology, Engineering, and Math (STEM) Classroom. Technology and Engineering Teacher, November 2011, 71(3), pp. 4-11.

14. Stoeger, H., Hopp, M., and Ziegler, A. Online Mentoring as an Extracurricular Measure to Encourage Talented Girls in STEM (Science, Technology, Engineering, and Mathematics): An Empirical Study of One-on-One Versus Group Mentoring. Gifted Child Quarterly, April 2017, 61(3), pp. 239-249.

15. Connell, M. The Gender Gap in Engineering. Retrieved from scientistafoundation.com: www.scientistafoundation.com/women-in-science-news/the-gender-gap-in-engineering.

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How to Encourage Girls in Your Classroom to Get Involved in STEM | Waterford.org

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Did you know that despite similar interests and abilities in STEM subjects (defined here as science, technology, engineering, and math), women are considerably less likely to end up in STEM careers? Although women's equality in education and the workplace has come a long way, stereotyping and biases (both subconscious and overt) continues to hinder women from choosing STEM careers, even if that's what they are passionate about.

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teaching strategies

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Safe environment

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lesson plan k-3

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lesson plan

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safe environment

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strategies classroom gender neutral

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5 Smart Strategies for Creating an Inclusive Classroom

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Transgender Teen Shares Powerful Message

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https://www.welcomingschools.org/pages/framework-for-developing-a-gender-inclusive-school/

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Highscope engaging boys

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lesson: Words do matter K-2

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literacy

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lesson plan Grades k-5

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OVERVIEW
This lesson helps students develop a strategy for group self-monitoring of name-calling in the Physical Education class and may be transferred to recess.

OBJECTIVES

Students will describe the effects of name‑calling.

Students will be able to use the names of classmates.

Students will identify Safe Sports Space Rules.

Students will commit themselves to stopping name‑calling in physical

education class.

AGE/EXPERIENCE LEVEL
Grades K-5.

THINGS TO PREP & TOOLS NEEDED
Paper, pencils, ball.

TIME
60 min (1 class period).

PROCEDURE: PART 1-CLASS DISCUSSION ABOUT NAME-CALLING
Ask students to "think, pair, and share" in response to the following questions:

Why do people sometimes call others mean names that hurt?

How does it feel to be called mean names that hurt?

Would you want to be around someone who uses mean names that hurt?

After students have had some time to discuss each, have them silently think of mean names that hurt. Do not have students share these names out loud.
Have students write a mean name that they have been called or heard someone else called on a small piece of paper. Fold it up. Put papers in a "Penalty Box." "Lock" it up. These names will stay in the penalty box during physical education class and recess time for the school year. No one will call anyone else mean names. They are all locked in the penalty box. Have all students blow an imaginary referee whistle and say - "Tweet! Name-Calling is not ok here."Encourage everyone to help everyone else remember that name-calling is not ok here by "Tweeting" when they hear it.

PART 2- GROUP JUGGLE WITH NAMES
Ask students to learn everyone's name in class. Have students stand/sit in a circle. Pass a ball around the circle so that everyone tosses the ball to the person on their right until the ball goes all the way around. Tell students that when they catch the ball, they should say a name and/or adjective they want to be called before tossing it to the next person and taking a seat or making some sign to indicate they have had the ball. This is a good opportunity to tell students that they get to decide what they want to be called, and that this can change over time. Ask everyone to remember as many names and describing words as they can.
For a second round, have students pass the ball to anyone in the circle, but they must say that person's name before they toss them the ball. Everyone must catch the ball before anyone can catch it a second time. Time how long it takes for the group to pass the ball to everyone in the circle and say the name of the person they are passing the ball to. Repeat to try to beat their time.

PART 3- CLOSURE
Tell the students how important it is to call everyone by the name they like to be called and to leave the mean names that hurt in the penalty box. Emphasize that everyone can help remind each other by Tweeting and saying, "No name-calling here."

TERMS TO KNOW
Assigned/Legal Name - an name that is assigned to someone at birth and is used on legal documents, such as their birth certificate.

Nickname - a name, usually a shortened or different version of person's legal name, that a person prefers to use. Or a consensual familiar or humorous name given to a person that they answer to.

Chosen Name - a name that someone chooses to use in full replacement of their legal name.

OPPORTUNITIES FOR DIFFERENTIATION
For students who have learned the concept of pronouns, these can be added into part 2. For example, students will say "Kai, she/her" or "Aden, they/them" before passing the ball. For Kindergartners, the discussion can begin in the classroom and be reinforced during PE class. For older students, this discussion can be expanded to include slurs and other derogatory comments than name-calling, and can be related with more examples of penalty consequences in sports.

FOLLOW-UP/EXTENSIONS
Students can reference and address the Penalty Box throughout the year when name-calling, bullying, or derogatory comments arise in PE.

OTHER LESSONS TO EXPLORE
GLSEN's Changing the Game Resources for PE teachers and athletic directors, That's a (Gender) Stereotype!

TAGS
Name-calling, No Name-Calling Week, anti-bullying, sports.

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OVERVIEW This lesson helps students develop a strategy for group self-monitoring of name-calling in the Physical Education class and may be transferred to recess. OBJECTIVES Students will describe the effects of name‑calling. Students will be able to use the names of classmates. Students will identify Safe Sports Space Rules.