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Let Ali Middlebrook know if you'd like copies printed of this in color.

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Girls to the Front: How Young Women are Shaping Their Future

"There's just a part of me that stopped developing when I was 16," Melissa Campbell said in an interview with NWHM. "I went through a lot-but also, every teen goes through a lot. What happened to me was really terrible and has lifelong effects to this day, but it also was extremely run-of-the-mill...But that was also where I developed the sense that it just wasn't fair."

Campbell, who uses they/them pronouns, spent years working within activist organizations centered on teens. They are now pursuing a degree in social work in order to become a teen therapist-and have learned that those adolescent bristlings at the world were a superpower. Data shows that adolescents and young adults are more engaged psychologically with justice, equality, and fairness. "That is a specifically adolescent skill and quality," they explained, "to be able to see all of the things that are wrong and be like, that shouldn't be like that."

That same skill drove KaeLyn Rich into her own lifelong career in activism. "I grew up with a sense that if you are upset about something, you work to change it, and I was extremely lucky that I got that second message because it saved me from a totally different outcome related to the first," Rich told NWHM. "Like every teenage girl, I experienced shame, bullying, fatphobia, racism, and sexism, and those influenced the direction of my life, but I also had this really strong backbone. I knew I didn't deserve any of that. Even when I didn't quite know how to fight back against it, I always had an innate sense that it was wrong."

Photo Courtesy of Therese Malinowski

Therese Malinowski was just 16 when she began building Project Dandelion, the world's only database of college sexual assault statistics. "My first time being exposed to sex in general was in the context of the sexual assault of someone very close to me [in middle school]," she explained to NWHM. "I saw firsthand how truly destructive sexual assault can be, and it has really stuck with me since then. I knew then that I did not want anyone else to have to go through something like this ever again."

Malinowski's Girl Scout Gold Award project tookshape after she learned during a screening of the documentary The Hunting Ground that colleges covered up sexual assault cases. "I was absolutely disgusted," she said. "I knew I never wanted to go to a college like that. After watching, my friend and I decided to look into the colleges we were thinking about applying to in order to see if they were guilty of this, but quickly found that any information online was incredibly difficult to find, much less understand."

Malinowski and 25 student volunteers closed that gap for every campus in Illinois when they built the website together. Malinowski, now 20, is embarking on a second phase of development and looking for an organizational partner to expand the project moving forward while studying aerospace engineering at Purdue University. "The goal is to grow Project Dandelion into a national resource, and have it known well enough to the point where its existence encourages colleges to improve the culture of sexual assault on their own campuses."

Julia Trujillo was a junior in high school when she co-founded an Intersectional Feminist Club and realized that menstrual stigma was impacting its members. "So many of my peers and I had these shared experiences of struggling to handle our periods in school," she recalled to NWHM. "So many of us had stories of missing class or leaving school entirely because we were unprepared, and our school did not provide accessible period products."

Photo Courtesy of Julia Trujillo

Trujillo and her fellow clubmates began surveying students and doing research on period poverty, which only further fueled her fire. "I realized this problem was something that disproportionately impacted students from low-income backgrounds, including students within our own community," she told NWHM. That's why, when the club secured free products on campus after a "grueling eight-month campaign," Trujillo kept working-"left with the realization that all across my state and country, other students were facing the same injustice and would have to endure the same battle to gain access to this basic hygiene necessity." Trujillo formed a legislative action committee at her high school and partnered with a state representative to draft legislation to fund free menstrual products in low-income districts across Colorado-leading outreach to stakeholders, editing language with the bill drafter, and ultimately testifying in support of HB 1131 before a state congressional committee to earn her own Gold Award.

Trujillo, now 19, encountered "a seemingly endless number of roadblocks throughout the entire process"-including COVID-19's impact on the state's budget, which ended the battle for her bill in the Senate. But it hasn't slowed her drive. "I took all this opposition and pushback and saw it as fuel to keep going...When I found myself faced with opposition and refusal to acknowledge the validity of period poverty and stigma, I chose to remember that despite the setbacks, I was engaging in subversive discourse. Normalizing the discussion around menstrual equity will only make it easier to view period product accessibility as a matter of public health and safety and help build a future where period equity is actualized."

Anya Sastry was only a freshman in high school when the outcome of the 2016 election called her to action. "I simply couldn't remain silent," she explained to NWHM. "The work had to start."

Photo Courtesy of Anya Sastry

Sastry has organized anti-gun violence and Black Lives Matter protests, phone-banked for political candidates, and participated in the US Youth Climate Strike-first as co-state lead for Illinois and then as national outreach director. She also directed the documentary film Frontliners, which explored the Indigenous fight against an oil pipeline in Minnesota and a Latinx community protesting pollution in Chicago, and now works with the Sunrise Movement and interns at the social impact agency Soze.

Havana Chapman-Edwards, who just turned 10 in January, has also done activist work across a range of subjects-from climate justice to immigration rights. She has spoken at international conferences and the United Nations about girls' education; sat in the chamber during a House of Representatives vote on anti-gun violence legislation; and has raised over $50,000 for books, laptops, and other educational materials for girls around the world. Most recently, Chapman-Edwards started a non-profit called Girls Have Rights "to eliminate barriers and obstacles so girls have access to their basic human rights."

Chapman-Edwards' journey began when she was living in West Africa for two years and met a girl named Addi who sold mint leaves outside a local grocery store. "Every time we came to the store, I watched people walk past her like she was invisible," Chapman-Edwards explained to NWHM. "Or worse, they would flick their hand and shoo her away like she was as a fly... She was an outsider in her own community." But Chapman-Edwards knew there were a lot of other girls like Addi-and girls like her.

"This happens every day to girls who look like me in America, too," she said. "Whether it's gun violence, environmental racism, lack of access to education-Black and brown

Photo Courtesy of Havana Chapman-Edwards

girls experience more barriers and obstacles to their human rights than others. This is why, for the past four years, I have been speaking at rallies, started book clubs, even going to the Capitol and lobbying our representatives in Congress."

While student activism isn't a new phenomenon, Gen Z activists are now coming into movements with a unique perspective, including the lowest belief in "American exceptionalism" in generations. They're more interested in sweeping change than simple reforms, and a large majority wants "an activist government." They don't want to do things the way they have always been done. They also bring a sense of urgency to the table, since their generation will be forced to contend with the consequences of decades of political inaction and compounding inequities.

"As a young person, especially during the years in which I was 15 or 16, it was easy for adults who wanted to shut me down to use age as an excuse," Sastry, now 18, recalled. "The common line was: 'Oh, you're too young to know what you're talking about.' My response? 'When leaders start acting like children, children have to start acting like leaders.'"

"Older people can settle into our ways," Rich noted. "We can very easily fall into that trap of 'We know what's best.' Young people are bringing new ideas. They don't care about the status quo. They're really just hungry for change. When I work with young people, what I hear from them is that they are not interested in incremental change. They want to see this change happen now, in their lifetimes."

"Part of it is just that you haven't been beaten down by the world yet," Campbell explained, "but then also it's true that [teens are] wired for empathy in a way that you kind of lose as you get older...And that is such a powerful energy to harness in social change and changing the world."

"My age directly inspired [Project Dandelion]," Malinowski shared. "If I wasn't a junior in high school thinking about which colleges to apply for and where I wanted to spend the next four years, I don't think learning about sexual assault mishandlings at college would have felt as directly impactful. I learned about this issue exactly when it mattered most to me, and realizing how much I wanted this to exist gave me a sense of obligation to create this for others, even if I couldn't have this resource when I needed it most." In addition to empathy, Gen Z leaders also approach social issues with an intersectional lens shaped by their generation being the most diverse generation in history. Rich has seen this play out in her own meetings with girl activists across the country: "They're looking at systemic issues much bigger than where they are personally situated," she noted. "Young people bring a really sophisticated analysis of how issues intersect. They're not the single-issue voters. They're not all-out for whatever it is, repro rights or LGBTQ rights. They care about all of those things and they see them as overlapping and interconnected in a way that adults should really learn from. They're really invested in collective liberation."

They are alsomagazine thing got talked about was, ' invested in collective leadership. When a cohort of teens Campbell supported at an intergenerational feminist organization called SPARK led a viral protest against air-brushing in teen magazines, only one received media coverage-and she pushed back. "The way the Seventeen This one girl from Maine stands up to this editor,'" Campbell recalled. "[She] eventually stopped taking interviews. She was like, 'If you're not going to talk about my teammates, then we're not talking.'"

"My friends and I help, support and cheer for each other," Chapman-Edwards confirmed. "I have learned that one girl is powerful, but a movement of girls is unstoppable."

"My power truly does come from the people around me," Sastry shared. "It comes from my parents who have supported me since the beginning. It comes from my co-organizers who have taught and continue to teach me lessons on inner strength, community power, liberation... It comes from the communities who have allowed me to be a part of their advocacy work, who have welcomed me in with open arms and showed me the ways in which they fight for their well-being."

"When we work together, we are stronger," Chapman-Edwards added. "I have seen already that when we are united, we can't be silenced. United we can't be stopped. If we support one another, we rise together."

Gen Z's shaking-up of our political landscape is far from over. In a June 2020 poll by CIRCLE, 83 percent of young people said they "believe they have the power to change the country"-and as more young people rise to the occasion, more are inspired to do the same.

"I'm absolutely going to keep organizing at every opportunity I get," Sastry told NWHM. "We still have racism and inequity deeply embedded at the core of this country and its institutions-and so, the work continues." Trujillo, who took a "COVID gap year" to intern with the state representative who sponsored her menstrual equity legislation, will be pursuing a politics and policy major at Willamette in the fall and hopes to someday work as a political journalist.

But Gen Z's rise will change our society beyond laws, policy, and the structures of activist spaces. Young women and girls today are deliberately moving through the world and coming together within it differently-and the reverberations of that will be long-lasting for all of us.

"One of the things that is so powerful about the skills that we developed as teenagers is that the more we practice them, the more we become ourselves as adults," Campbell noted.

"If you are teaching or helping a young person find a way to get at the system from the outside, you are teaching them ways of creative intervention that they're going to be able to use to build whatever life they're trying to."

"I went into this project as a completely different version of myself," Trujillo admitted. "I was insecure and unsure of how I would fit into the world as a young adult. Today, I feel charged with passion and am so much more confident in my intelligence and my ideas. I feel like I can take on any task. I did so many things that scared me during my work on this bill that it now feels as though there is no challenge the world can throw at me that I won't be able to work through."

"Because I started this work at a point in my life when I was an adolescent and was being shaped by the experiences I was going through, my organizing work is at the core of who I am," Sastry added. "It has impacted how I approach life and how I view the world around me. I am more grounded in my own power and am not afraid to speak up.Ithasledmetooneofmycore life principles, which is to empower others and to provide space for others to be bold and unapologetically themselves."

"I have absolutely no doubt that young people are currently leading us forward and will continue to pave the way," Rich concluded. "We just need to follow."

Carmen Rios is a feminist writer and broadcaster who has spent the last decade telling feminist stories. Her work has been published by platforms including Ms., Autostraddle, BuzzFeed, Bitch, CityLab, DAME, Everyday Feminism, Feministing , GirlBoss, SIGNS, and the Women's Media Center . Follow her at @carmenriosss.

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Girls to the Front: How Young Women are Shaping Their Future

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While student activism isn't a new phenomenon, Gen Z activists are now coming into movements with a unique perspective. They're more interested in sweeping change than simple reforms, and a large majority wants "an activist government." They don't want to do things the way they have always been done.

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One news story that kept coming up throughout the summer and fall of 2018 was about the role of women in the 2018 midterm elections. Predicting the " women's wave" that would mark a " breakthrough moment" in our democracy, reports and articles often separated the " unprecedented number of women" on the ballot into demographic groups. They said that 2018 was the year of the Latina, the year black women are taking power, the year two Muslim women join Congress. " There's never been a Native American Congresswoman," The New York Times announced in the spring. "That could change in 2018."

On the whole, this media narrative was a good thing. Women across the country were being recognized for their willingness to engage and lauded for their commitment to run. Instead of ignoring intersectional identities, mainstream media embraced them.

But the story these articles present is incomplete-and, given the history of Native women particularly, it's our job as educators to flesh it out.

Granted, the United States Congress is a powerful body. But the language of "record numbers," "groundbreaking," and "historic" is flawed: These words ignore the long history of Native women in leadership roles.

You can push back against it by giving students a thoughtful foundation to help them understand how leaders who are women of color-and Native American women leaders, specifically-are presented in the media.

Because language and representation matter. And the profiles our students find of these women influence the ways they see other women in power. Here are a few steps you can take to ensure that your students have a sense of the broader story.

Start the conversation by directing students to the media narratives about Native American women.

Students might, for example, compare the way one woman is described in different stories. Business Insider introduces "Sharice Davids, an openly gay Native American lawyer," and her opponent, "GOP incumbent Kevin Yoder." Students can compare these descriptions to one another and to the introduction of Davids in Indian Country Today: "Sharice Davids, Ho Chunk, is running for Congress." What does each story assume its readers will think is important? What does each story assume its readers will think is unusual?

Challenge students to research Native women and leadership expectations in Indigenous communities for an essay or presentation assignment.

If you live in a community with a clearly accessible and available Indigenous nation, contact the nation and invite their cultural director or leaders to speak with your class about the role of women leaders in their current governmental and social structure.

These secondary sources can help you and your students understand this subject better:

Learn about Native women leaders from their own words.

Students can round out their understanding by turning directly to the source and learning how Native women leaders themselves have described their experiences. Here are four to start with:

LaDonna Harris. Nation: Comanche. Political and social activist, founder of Americans for Indian Opportunity. In her KNME-TV "New Mexico's Makers" interview, students will find quotes like this one: "When I got [to Washington, D.C.] and saw that women who were in government couldn't travel because it's not acceptable to go unchaperoned...Can you imagine? A woman that was in government, they couldn't climb the ladder, the federal ladder even, and I thought that was so grossly unfair. That's really what motivated me to get into the women's movement, because when you see discrimination in one form, you can't accept it in another."

Wilma Mankiller. Nation: Cherokee. First woman elected Principal Chief of the Cherokee Nation. In her speech "Challenges Facing 21st Century Indigenous Peoples," she says, "Cooperation has always been necessary for the survival of tribal people and even today, cooperation takes precedence over competition in more traditional communities. It's really quite miraculous that a sense of sharing and reciprocity continues in our communities into the 21st century, given the staggering amount of adversity Indigenous people have faced."

Sharice Davids. Nation: Ho Chunk. Candidate for U.S. Congress. Students might check out her campaign announcement video or her interview with The Kansas City Star on Facebook Live, during which she explains, "My lived experience has taught me how to listen better, how to be as inclusive as possible when thinking about approaches to problem-solving and leadership."

Deb Haaland. Nation: Laguna Pueblo. Candidate for U.S. Congress. In a CNN interview, she says, "We need to have good relations with our community in order to be successful." Students can also watch her campaign announcement video.

Finally, teach students to be skeptical when news outlets proclaim that "record numbers" of Native women in leadership positions is "historic" or "groundbreaking."

Talking to high school students about Native women leaders is an ideal opportunity to introduce the way that the intersections of gender, race and power for Native women-and women of color more generally-are presented in mainstream media.

When they compare contemporary media representations to their research, students should find that the headlines don't tell the full story of Indigenous women's leadership. The focus on "firsts" neglects how common it is for Native women to be leaders within their nations and communities.

Indigenous women have traditionally held leadership positions in their nations and continue to do so today. What is "historic" and "groundbreaking" is white settler American culture finally starting to pay attention.
Morris teaches writing and Native American/Indigenous Rhetorics at Kutztown University of Pennsylvania.

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Teach About Native American Women Leaders

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One news story that kept coming up throughout the summer and fall of 2018 was about the role of women in the 2018 midterm elections. Predicting the " women's wave" that would mark a " breakthrough moment" in our democracy, reports and articles often separated the " unprecedented number of women" on the ballot into demographic groups.

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Nicole: An Intersectional Case Study

Ninth-grader Nicole is a mature, creative, hardworking student who gets along well with others. But she's always late for school, frequently misses her first-period class and rarely submits homework in any classes. Needless to say, her grades are suffering. Nicole's teachers know very little about her life. When they look at her, they see an African-American student who isn't doing well. They also see a typical example of the deep racial disparities that exist within absenteeism and dropout rates nationwide.

But a teacher who took the time to peel back the layers of Nicole's identity would see another characteristic-her socio-economic status-and a more nuanced understanding would emerge. Nicole isn't just a black student; she's also a girl from a low-income family who bears the responsibility of taking care of her two younger siblings. To fully and adequately support Nicole, an educator must see her situation through an intersectional lens: recognizing that race-, gender- and class-related circumstances are contributing to her achievement issues.

Legal scholar and law professor Kimberlé Crenshaw, who coined the term intersectionality in 1989, explains.

"We know, if we have a gender lens, that girls are more likely to have to engage in caretaking activities," she says. "They're the ones who often have to pick up the slack when mothers are unable to, either because of work or other circumstances. The girls are the ones who prepare the siblings for school, make sure they get to the bus on time, pick them up from school. That might make it difficult for them to get to school on time, contributing to their truancy and ultimately leading to them dropping out."

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Honor and teach about your students' multiple identities.

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My name is Peggy Flanagan and I'm the 50th Lieutenant Governor of Minnesota. I'm also an enrolled member of the White Earth Band of Ojibwe and the highest-ranking Native woman elected to executive office in the United States.

Wherever I go, in any role, I am a Native woman. It's the lens through which I see the world, do my work, and speak my truth.

Far too often, Native people are erased. We are frequently misidentified as white, as I was during a national cable news broadcast last month. That mistake changed the meaning of the lived experiences behind my words. But the issue of Native erasure is larger than me or one mistake.

Too many history books say this land was "discovered," and recently former senator Rick Santorum said, "We birthed a nation from nothing. I mean, there was nothing here." These narratives demonstrate a harmful rhetoric disregarding the first people of this land.

Then, on National Awareness Day of Missing and Murdered Indigenous Women last month, an Instagram glitch erased all "Story" posts tagged with the "MMIW" hashtag, silencing thousands of people sharing their stories. And just this past week, we learned of the remains of 215 Native children found at the former Kamloops Indian Residential School in Canada. The discovery is shocking, and I'm mourning the loss of these children whose identities and lives were erased.

On their own, each of these instances of erasure hurt. Together, they illuminate a dangerous pattern that has real consequences for our people and communities.

The historic and continued erasure of Native people only serves to intensify the issue of our missing and murdered relatives and the lack of effective responses and prevention to this crisis.

In my home state, 8 percent of all women and girls murdered in Minnesota from 2010 through 2018 were Native, despite representing only 1 percent of the population. Between 2012 and 2020, anywhere from 27 to 54 Native women and girls were missing every single month.

Every Native woman I know has experienced violence. Every single one.

Last month, on National Awareness Day of Missing and Murdered Indigenous Women, Girls, and Relatives, I gathered at the Minnesota State Capitol with Native legislators, advocates, and allies looking out over 3,000 cardboard cutouts of red dresses sprawled across the lawn. Each dress represented the countless Native women, girls, and two-spirit relatives who have gone missing, been murdered, or experienced violence, and their families who grieve their loss. I can never forget looking out at the sea of red, knowing that each dress represents a wound that had not healed - a wound that for too long had not been fully seen.

An art installation outside of the Minnesota State Capitol in honor of National Awareness Day of Missing and Murdered Indigenous Women. (Photo: Brooke Wallington, Courtesy of the Office of Governor Walz & Lt. Governor Flanagan.)

In Minnesota, we have taken important, overdue steps to address this crisis. We passed legislation in 2019 to create Minnesota's Missing and Murdered Indigenous Women's Task Force. The bipartisan bill resulted from decades of advocacy and would not have happened without the bravery of Native women sharing their painful stories. Centering the expertise of advocates and people with lived experience, the Task Force convened for 20 months to examine systemic causes, methods for tracking data, and measures to address and prevent violence.

From left to right: Lt. Governor Peggy Flanagan; State Senator Mary Kunesh; State Representative Jamie Becker-Finn; State Representative Heather Keeler; Nicole Matthews, Executive Director of the Minnesota Indian Women's Sexual Assault Coalition; and Marisa Cummings, President and CEO of the Minnesota Indian Women's Resource Center. (Photo: Brooke Wallington, Courtesy of the Office of Governor Walz & Lt. Governor Flanagan.)

Now, we are working to create a permanent Missing and Murdered Indigenous Women's Office. The office is critical to our state's implementation of solutions recommended by the powerful work of the Task Force. Even while championed by advocates, experts, and the Minnesota State Legislature's Native Caucus, Senator Mary Kunesh and Representatives Jamie Becker-Finn and Heather Keeler, the proposal to create this office has not yet been passed by the GOP-led state Senate.

As angry as I felt when the National MMIW Awareness Day images disappeared from Instagram, it quickly changed to hope because, within hours of the glitch, every Native woman I knew was reposting their pictures, adding calls to action, and making it impossible to not see us.

We know the way forward to address the problem of violence requires visibility of the issue. But in IllumiNative's 2018 Reclaiming Native Truth study, 78 percent of Americans surveyed reported knowing little to nothing about Native Americans. If we are not seen, how can people take action to understand us, and ultimately protect us from violence?

If interviewed in IllumiNative's survey, would you report knowing about Native Americans past and present? Can you learn more about us today? When you finish reading, search "MMIW crisis", "American Indian history", and "American Indian boarding schools".

Because with visibility and understanding, action is possible.

Since his comments, CNN terminated the contract of Mr. Santorum after he refused to apologize. I have received an apology from the individual and the network who misidentified me, and we are now building a relationship. Instagram apologized for the glitch that caused the missing posts. These actions matter.

In Minnesota, action is ready for us, too. We're asking GOP state lawmakers to see us, value us, and invest in our safety by passing the bill to create the Office of Missing and Murdered Indigenous Women.

As I write in my kitchen, "Rutherford Falls" is streaming in the background, and my 8-year-old daughter is laughing along with Jana Schmieding, a Lakota actress and writer, who stars as a Native woman juggling her career, her role as a tribal member, and the ups and downs of her love life. This show-this visibility-matters. Women being able to share their stories on social media matters. Understanding and speaking the truth about the history of this country matters.

My daughter and every Native girl deserve to grow up feeling seen, heard, valued, and safe as their full Indigenous selves. We are worth protecting.

Native women have always been here, are still here, and will continue to be here. It is time to see us. It is time to act.

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My name is Peggy Flanagan and I'm the 50th Lieutenant Governor of Minnesota. I'm also an enrolled member of the White Earth Band of Ojibwe and the highest-ranking Native woman elected to executive office in the United States. Wherever I go, in any role, I am a Native woman.

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Learning for Justice (formerly Teaching Tolerance)

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Learning for Justice (formerly Teaching Tolerance)

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During Women's History Month and year-round, recognize and uplift women change makers who are more likely to have been silenced or hidden from history. Use these resources to introduce students to a diversity of women-and show them that they, too, are change makers.

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International Women's Day 2024 campaign theme: Inspire Inclusion

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FREE International Women's Day 2024 campaign theme resources to Inspire Inclusion - #IWD2024 #InspireInclusion

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Every year March is designated Women’s History Month by Presidential proclamation. The month is set aside to honor women’s contributions in American history.

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March is Women’s History Month – commemorating and encouraging the study, observance and celebration of the vital role of women in American history.

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March is Women's History Month, a time to honor, celebrate, and acknowledge generations of women of all backgrounds, their struggle to achieve equality in society, and their incredible contributions in fields including civil rights, athletics, art, politics, mathematics, and every other facet of life imaginable.

Women's History Month is a special opportunity for students to learn about famous women mathematicians throughout history and their contributions to the field of study-ranging from discovering fundamental theorems to rocket science and putting astronauts into orbit.

Why is it important for students to learn about female mathematicians? Because the History of Mathematics is overly focused on the contributions of a small group of male mathematicians like Issac Newton, Albert Einstein, and Euclid, while often ignoring the diverse contributions of women and minorities

If you are looking to promote gender equality and celebrate Women's History Month with your kids this month and beyond, sharing the contributions of famous female mathematicians is a great way to inspire students, teach them about the history of mathematics, and remind them that math is accessible to everyone.

In Febraury, we celebrated Black History Month by sharing 11 Famous African American Mathematicians You Should Know About. And now that the calendar has turned to March, we are sharing 11 Famous Women Mathematicians and Their Amazing Contributions in honor of Women's History Month.

Some ideas for celebrating these famous women is by focusing on a different individual each day, assigning individuals for a famous woman mathematician research assignment, or by sharing this article on your classroom's bulletin board.

Note that you can certainly share this list of famous female mathematicians with your kids during any time of the school year. However, March, being Women's History Month, is an extra special opportunity to provide your students with a deeper understanding of these women and their contributions within the context of history and the fight for gender equality.

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11 Famous Women Mathematicians and Their Incredible Contributions! - Mashup Math

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Celebrate Women's History by learning about these famous women mathematicians and scientists and their amazing contributions. A full biography of each famous female mathematician is included!