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Alumnae from all-girls schools demonstrate stronger academic skills as measured in terms of habits of mind, which are a set of traits and behaviors associated with academic success

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graduates from girls’ schools indicate higher levels of self-confidence in their science-related skills compared to graduates from coeducational schools

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Alumnae have more self-confidence & able to see themselves as critical thinkers compared to other environments

Alumnae are more engaged in politics & community

Higher cultural competence

Stronger & greater academic skills & engagement (as well as seeking out alternative solutions)

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Graduates from girls’ schools are more active in volunteerism and more interested in community development compared to graduates of coeducational schools:

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Socially, students from all-girls schools reported being more comfortable expressing themselves in mixed-gender environments during college.

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Compared to girls in CoEd schools, "

"graduates of girls’ high schools had -increased academic engagement

higher academic self-confidence, particularly in their math and science abilities; and greater political

engagement."

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alumnae of all-girls schools are more likely to consider themselves critical thinkers

and to score higher on measures of academic habits of mind, demonstrate stronger study habits such as tutoring and studying with others, and show higher levels of science self-confidence.

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Stronger academic skills; more academically engaged; higher science self-confidence; express stronger community involvement; display higher levels or cultural competency; exhibit increased political engagement

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graduates of girls’ high schools had increased academic engagement; higher

academic self-confidence,

Stronger Community Involvement and high levels of cultural competency.

Advocate and More attentive aboput their education and resilient to negavite environmengt factors that hinder typical student.s

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According to the Fostering Academic Engagement article, in comparison to students from a coed backgroung, girls' school graduates have higher stronger academic skills, are more academically engaged, demonstrate higher science self-confidence, express stronger community involvement, display higher levels of cultural competency, and exhibit increasd political engagement.

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Support - Encouragement from parents and teachers

Exposure

Role Models

Generate excitement for STEM - provide opportunities to teach girls about how impactful jobs in STEM and computer science are

Girls can have a hard time envisioning themselves in STEM roles, so providing opportunities for them to see examples of such

Provide hands on experiences by allowing students to apply STEM and computer science knowledge

Listening to girls about challenges - understanding students better

All of these are ways to create and build confidence in STEM

Cultivating growth mindset

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Introduction

Girls struggle to envision themselves in STEM careers.

Initial perceptions of STEM lack creativity and social impact.

Participation in extracurricular STEM activities increases the likelihood of girls pursuing STEM education.

Support from both teachers and parents plays a crucial role in fostering girls’ interest in STEM.

Educators can build a growth mindset in girls by encouraging perseverance and effort toward STEM learning.

Hands on

Participating in extracurricular stem activities has significant impact on students. They are more likely to study stem courses in college than those who only do course work. They are also more likely to pursue stem careers.

Role Models

Girls tend to lose interest in STEM and computer science as time passes. By the time girls are in high school, 40% believe coding is "not for them." This decline of girls losing interest in STEM careers can be mitigated by providing role models. When girls think of engineers or programmers, it's difficult to imagine someone who looks like them, largely due to the lack of representation. Girls who know a woman in a STEM profession are substantially more likely to feel empowered. Additionally, it's important to expose them to the history of computer science and the impact women have had on STEM fields, such as the first computer scientist being a woman, Ada Lovelace. By showing representation, the pattern of decline will decrease.

Generate Excitement

1. Initial perception for girls/women is that it does not align with their desire to be creative or make an impact on the world.

2. In a recent study, 80% of girls and 91% of women believe they are creative.

3. In a recent study, 72% of girls and 66% of women believe having a job that helps the world is important to them.

4. Perceptions can change if girls/women are presented with descriptions of what the career entails.

5. Two-thirds of women in STEM careers (64%) and tech (65%) feel the work they do makes an impact on the world.

Encourage a Growth Mindset

In STEM, girls who are encouraged by both a parent and a teacher, which is 46% have a greater impact. Studies show that this type of encouragement makes students twice as likely to consider STEM in high school and three times more likely to study STEM in college.

Students need a supportive environment (classroom is a safe place for vulnerability)

Students are less embarrassed if they are encouraged by a teacher/parent/STEM club

Reward the effort in learning (asking questions, making mistakes, frustrated at times)

Encourage a growth mindset to follow through and succeed

Turning Insight into Action

Mentorship/Representation

Pathway to STEM careers and explanation of those careers

STEM extracurriculars

Real World experiences

Stakeholder support of girls

Teacher development in STEM

Listen to the girls