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Studies show that in kindergarten, children tend to draw scientists as females equally as much as males. However, as they get older, the kids tend to start drawing scientists only as males. This article explains how stereotypes link science with men more than women, which is turn makes women see scientists as men only. The article also lists six different tips to help promote women in the inclusion of science careers.

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When girls don't see women as scientists, they may not see their future selves as scientists, either-but teachers can make a difference.

When boys and girls were asked to draw a scientist in a study several decades ago, the results revealed a stunning bias: 99.4 percent of the drawings depicted a male scientist. Out of 5,000 drawings collected between 1966 and 1977, only 28 were of female scientists, all of which were drawn by girls.

Since then, nearly 80 studies have repeated this experiment with over 20,000 students across all grade levels, and the results of all these studies were reviewed in a meta-analysis published last year.

3 Key Findings of the Meta-Analysis

1. Children are drawing female scientists more often: In the original 11-year study, less than 1 percent of the drawings collected from boys and girls were of female scientists. That number rose over the decades, reaching "28 percent on average in later studies," according to the meta-analysis.

2. Girls are driving the shift: Girls in particular began to draw female scientists more often. Only 1.2 percent of girls drew scientists as female in the original study, a figure that rose to 33 percent in 1985 and then to 58 percent in 2016-vastly outpacing boys, who still draw male scientists nearly nine of out 10 times.

3. As students get older, more of them tend to draw male scientists: In kindergarten, children draw roughly the same number of male and female scientists-girls tend to draw more female scientists while boys tend to draw more male ones. But by the time they're in high school, students-males and females combined-draw four times as many male scientists as female ones. The shift is more pronounced for girls: When asked to draw a scientist, 70 percent of 6-year-old girls draw a woman, while only 25 percent of 16-year-old girls do.

The overall changes in how children portray scientists aligns with larger trends in women joining science-related occupations. Data from the National Science Foundation shows that in 2015, women made up 48 percent of biological, agricultural, and environmental life scientists, up from 34 percent in 1993. Women in all science and engineering occupations increased more modestly, from 22.9 percent in 1993 to 28.4 percent in 2015.

Teachers play an important role in encouraging children-girls in particular-to pursue an interest in science. David Miller and his colleagues on the meta-analysis point out that "girls may avoid activities that they consider appropriate for boys but not girls," and everything from the language a teacher uses to the decorations on classroom walls may give students subtle messages about the roles of men and women in science.

Why is this important? Because "stereotypes linking science with men might limit girls' interests in science-related activities and careers," the researchers contend. When girls don't see women as scientists, it's more likely that they won't see their future selves as scientists, either.

6 Tips for Promoting a Sense of Inclusion in the Sciences

1. Use diverse posters and other classroom decorations: A 2014 study found that a classroom's symbolic features-such as images of scientists displayed on the walls-tell students "whether they are valued learners and belong within the classroom." When students don't see themselves represented in classroom materials, this can have "far-reaching consequences" for the choices they make in school, such as whether to take advanced science courses. Decorations should represent students of diverse genders, backgrounds, and interests.

2. Promote books that highlight girls and women: Children's science books depict male scientists three times as often as female ones, a 2018 study found. Not only were women underrepresented, but their contributions were diminished-books often presented them in a way that that suggested they were "passive, lower status, and superficial." To combat this, teachers can intentionally share books that feature inspiring girls and women in science.

or 3. Invite guest speakers and role models: Girls with a role model are more likely to be interested in, and pursue, a career in science, a 2018 study performed in the U.K. found. Teachers can invite female scientists to speak to their students in person via videoconference, or ask students to interview scientists in their community.

4. Be mindful of gender bias in language: The words we use can reinforce gender stereotypes, a 2016 study found. For example, referring to boys as "future scientists" while calling girls "future female scientists" can reduce girls' sense that science is an appropriate profession for them. And a 2018 report on makerspaces found that instructors tended to use terms like "geeks," "builders," and "designers" for male students while calling female students "girls" or "helpers." Such language "shaped attitudes and activities within the makerspaces," making it less likely that girls would hold leadership positions while allowing boys to have a larger role in steering group decisions.

5. Encourage a growth mindset: Girls as young as 6 years old are willing to put more boys than girls in the category "really, really smart" and avoid activities that they perceive as being for smart kids, a 2017 study found. To combat this, teachers can emphasize that intelligence isn't fixed and that all students have the capability to develop their abilities. As an activity, students can explore how the data on math and science achievement challenges prevailing stereotypes about boys and girls.

6. Avoid anxiety transfer: Teachers may inadvertently transfer their own math anxiety to their students, a 2018 study cautioned. When they do so, they send the message that "not everyone can be good at math." Girls, in particular, are susceptible to a teacher's math anxiety, according to a 2010 study. The more anxiety teachers felt toward math, the more likely girls were to believe that "boys are good at math, and girls are good at reading," and to have lower math achievement. High expectations paired with instructional strategies that emphasized learning instead of memorization and ability helped students develop a more positive attitude toward math.

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When girls don't see women as scientists, they may not see their future selves as scientists, either-but teachers can make a difference. When boys and girls were asked to draw a scientist in a study several decades ago, the results revealed a stunning bias: 99.4 percent of the drawings depicted a male scientist.

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Fisheye syndrome is a condition that impacts our perception as if we are looking through a fisheye lens. This means that some students appear larger than others. These students typically require more of a teacher's attention due to increased energy. This article summarizes fisheye syndrome and gives tips to help teachers not to fall under this illusion.

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Greta just had an amazing discussion with her fifth period history class. They've been studying the Holocaust, and in today's class, they just nailed it. She had originally planned for about ten minutes of discussion, but things were going so well, she let it go for the whole period. Days like this rock.

Except for the stuff she didn't notice. Like Haley.

Haley is in Greta's fifth period. She had a lot of questions today, but never found the right moment to ask them. She doesn't like to interrupt. A few times, she almost put her hand up, but someone else would start talking before she ever managed to lift it.

Robert is in that class too. He felt like an idiot the whole period - that one kid kept mentioning the Third Reich, and Robert wasn't 100 percent sure what that was. He definitely didn't want to ask.

Nadia thought the discussion was dumb - people really oversimplified the whole tragedy. But she didn't want to start any trouble, so she said nothing.

And Becky and Kyle? The super shy ones? Naturally, they also stayed quiet. Oh, and three other students secretly texted the whole time. In fact, in Greta's class of 28 students, only nine of them actually contributed to that discussion: Four of those were really into it, five commented once. The other nineteen just sat there. The whole time. Really.

Greta doesn't realize that she is suffering from the Fisheye Syndrome. It's a condition that impacts our perception, as if we're looking through a fisheye lens - the kind they use in peepholes. To those afflicted with fisheye, some students appear "larger" than others. They take up more energy and grab more of our attention, making the others fade into the periphery. We have a vague sense that the others are there, and we nag ourselves to include them, but those magnified students are just too hard to resist.

Maybe you're thinking this doesn't apply to you, especially if you're used to having animated debates with your students. Unlike some classrooms, where students are asleep most of the time, yours is interactive and engaging, right? Here's the weird thing: The fact that your class seems so lively might actually be a stronger indication that you're operating behind the fisheye lens.

I've been guilty of fisheye teaching. A lot. Recently, even. And I've seen many other teachers, good teachers, do it too.

I don't think any of us do it on purpose. We do it out of habit, and because it's so freakin' gratifying: You pose a question, and one of your sharp, verbal kids pipes up right away with an answer. It's a good answer, one that takes the class in the direction you were hoping they'd go, demonstrating a solid grasp of the material. Wow, you think, they're really learning! (...and, if we're being honest: You like me! You really like me!) Then it happens with another student, another extrovert, and then one more. Things are hopping now, a bona fide "class" discussion, but really, you're just volleying with three or four students. Most of the others have already checked out. We don't realize it because we're high on the whole thing, the nice rhythm we've got going with those three or four, that we lie to ourselves just a little.

So even if you have the tiniest suspicion that you might be afflicted, do some investigating. The best way is to videotape a few of your classes. The only problem is, once you become aware of the imbalance in participation, you're more likely to try and correct it while videotaping. Not necessarily a bad thing, unless you overcorrect for the recording, then go back to old habits and never recognize the presence of the fisheye. Another diagnostic tool is a laminated seating chart: Using a dry-erase marker, put a mark in each student's place on the chart every time he or she contributes to the class. In no time you'll have a visual on who is talking and who isn't.

Whether you think this is an issue in your teaching or not, my goal here is just to put the bug in your ear. To raise your awareness. Tomorrow, when you interact with your students, move your vision to the periphery and ask yourself if those students are as involved as they could be.

Sure, there's an element of "no duh" here: Obviously, increasing student participation is a good thing. But apart from making school a more interesting place to be, why is it important to get all of our students involved in discussions? Can't a student get just as much from listening as they would from actively participating?

Discussion equals formative assessment.
Classroom discussion is one of the simplest, quickest, and most effective means of formative assessment we have. By asking our students good questions, we can determine what they know and how well they know it in seconds. But when we allow a pattern to emerge where only our most confident and verbal kids respond, we miss the opportunity to assess the thinking of the others, and we may very well be fooling ourselves into thinking they're all getting it, when really, they're not.

The quiet ones MUST learn to speak.
Every year, the National Association of Colleges and Employers surveys employers about the skills they most want in potential employees (updated in 2016). In 2013, the 'ability to verbally communicate with persons inside and outside the organization' was near the top of the list. If our task is to help students become college- and career-ready, we are responsible for helping them grow as talkers. All of our students-especially the quiet ones-must learn how to present their ideas effectively, and no amount of listening compares to the cognitive and social challenge of actually having to frame your thoughts into coherent spoken sentences. Although our painfully shy students will resist, and our compassion will make us want to protect them, we do them no favors by letting them avoid this practice. Writer and teacher Jessica Lahey, in her February 2013 Atlantic column, agrees: "If anything," she says, "I feel even more strongly that my introverted students must learn how to self-advocate by communicating with parents, educators, and the world at large."

The talkers MUST learn to listen.
The extroverts need to learn how to let someone else take the stage. In school, in their careers, and in their most important relationships, listening skills are hugely important. Chances are, your big talkers don't have a lot of practice in skills like paraphrasing another person's ideas, asking thoughtful follow-up questions, or thinking quietly before they speak. By making a concerted effort to balance the participation in our classes, we are also giving those extroverts a chance to grow in ways that could have a powerful impact on their quality of life.

So now that the lens is off, how to keep it off? How do we get more students involved? First of all, know that the goal is not to have all students participate at exactly the same rate; the push should be for more balance. If your quieter students contribute one good comment per discussion, that's a step in the right direction.

Here are some ways to balance things out:

Make your intentions transparent. Talk to your students about this issue, and ask them to help change the current dynamic. This will prepare your quiet students, so they won't be startled by the sudden shift in attention. It will also help your extroverts understand why they are no longer getting the floor the way they're used to. Some of this might happen behind the scenes: For the class dominators, you might encourage them to limit the number of comments they make to three per class, or offer points any time they paraphrase or build on another student's comment or question. For those who typically hang back, have them choose a question ahead of time that they feel they could contribute something to, and plan to call on them for that item.

Increase wait time. Typically, female students and those with more reflective learning styles need more time to process higher-level questions. This can be accomplished with some good old-fashioned wait time. We should be waiting at least three seconds between posing a question and calling on a student to answer. (Easier said than done.) This gives everyone more time to think about what they want to say. Want to go even further? Add a "no hands" time, where no one gets to raise their hands at first: You ask the question, EVERYONE thinks for a moment about their answer with their hands down, then give them the go-ahead to raise their hands, then you call on someone. You'll be surprised at what a difference this makes to the number of hands that go up.

Pre-load discussions. Give shy students a head start by slipping them the discussion questions ahead of time. Actually, go ahead and give them to everyone. The talkative students could also benefit from some more thinking time.

Vary discussion formats. Any time you can give students a chance to share their thoughts with a smaller audience, you build their courage to share them with the larger group. This is where think-pair-share comes in handy: Rather than holding whole-class free-for-alls, put students in groups of 2 to 4 and pose questions one at a time, allowing each group to talk it over with each other first, then call on representatives to recap for the whole class. Take this a step further by doing a think-WRITE-pair-share, where each student first considers their own answer, writes it down, then shares it with someone else. Not only does this give them more thinking time, it also forces them to answer the question on their own, rather than "what that guy said."

Use icons. This strategy, described by Ruth Wickham, an English language teacher in Malaysia, is an ingenious way to get active participation from students in large classes. "I printed out four sets of little pictures, just clip-art type things, then I cut them up and stuck one on the first inside page of each (participant) workbook. The icons were all mixed up, so no one had the same as the person next to them, and there were four of each scattered around the room." She then placed the same icons onto certain slides in her presentation. Whenever an icon (such as a duck) appeared on the screen, participants who had a duck on their paper had to come to the front of the room and answer a question or perform a task. "The looks on their faces every time they saw an icon appear was just classic! We all had a lot of fun and a lot of laughs even with such a big group."

Some students are naturally going to be more active, more talkative, livelier than others. We're not trying to make them all be the same, just better, stronger, more balanced versions of the people that showed up on day one. With your little case of fisheye taken care of, you'll be ready to help every one of them stretch closer to their full potential. That's when the real conversation will begin. ♦

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The Fisheye Syndrome: Is Every Student Really Participating?

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Greta just had an amazing discussion with her fifth period history class. They've been studying the Holocaust, and in today's class, they just nailed it. She had originally planned for about ten minutes of discussion, but things were going so well, she let it go for the whole period.

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The following article discusses the issues that young readers and writers run into when they first begin to write on their own. It talks about how mistakes are actually encouraged, because a lot of mental work is required to build complete ideas. Students are encouraged to make a best guess when spelling a word that they do not know as opposed to searching for the correct spelling. The article explains why this is and how the writing process applies.

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Dear Cult of Pedagogy, Last week, my son brought home a stack of papers from his first-grade class. Some of them had obvious spelling errors, but no one had marked them wrong. Later that same day, I was helping my 10-year-old daughter with a research paper. I noticed a few misspellings on her draft, but when I pointed them out, she said, "My teacher told us not to worry about spelling when we're drafting." What's the deal? Why don't teachers seem to care about spelling anymore?
When kids first learn how to write, they grapple with many different skills at once. After they master letters and build them into words, their next step is stringing those words together into complete ideas. That takes a lot of mental work, and trying to spell every word perfectly can slow the whole process way down. For this reason, many teachers in the early grades encourage inventive spelling, also known as temporary spelling - where the child makes his best guess on the spelling of the word, rather than stopping to find out the correct version.

This practice is grounded in research. A number of studies demonstrate that kids who are allowed to use inventive spelling learn to write more quickly, more fluently, and with a richer vocabulary than those who work under more rigid spelling expectations (Kolodziej & Columba, 2005).

Researchers suggest that parents think about inventive spelling the way they once viewed their child's early attempts at speech:

When the child said "ba-ba," did the parent say, "No, honey, it is pronounced "bottle"? Parents treasure this developmental step their child took towards conventional speaking by lavishly praising the child and offering the bottle...The child will not call the item a "ba-ba" for the rest of his/her life; rather, when the child is developmentally ready, he/she will be able to say "bottle" (Kolodziej & Columba, 2005, p. 217).

In the later years, spelling does "count," but it has a time and a place. Most writing teachers use some version of the Writing Process, where students are taught to (1) gather and group their ideas (pre-writing), (2) flesh out those ideas in sentences and paragraphs (drafting), and (3) reorganize the piece so that it accomplishes the writer's goals (revising). Only then, after the piece has been revised into a shape that's close to finished, do most teachers tell their students to start the next step: editing. In this stage, final corrections are made to spelling, punctuation, and usage.

The reason spelling and mechanics are de-emphasized in the first few steps is the same as in the younger grades: Too much focus on correctness interrupts the flow of ideas. Furthermore, teachers want students to understand that good writers revise their pieces many times for structure, development, clarity and voice. Although the mechanics are important for polish, correct spelling can't make up for a poorly structured, underdeveloped piece of writing. And if a piece is going to be revised several times, it makes no sense to keep correcting the mechanics, only to have those words dumped entirely in a later revision.

Producing a finished piece of writing is a lot like putting on a polished musical performance: It requires the synthesis of many skills, some of which need to be handled separately. Imagine if a band conductor brought a brand-new piece of music to her band and expected all sections to play it together, perfectly, the first time. Even someone with no musical training can see that this is an unreasonable approach. Instead, if each instrument section starts by practicing their part separately, the performers will get really solid on their individual parts before pulling it all together to refine the complete performance.

So what should you do if your child comes home with a paper full of spelling or other mechanical errors? Take a cue from the teacher: If the teacher hasn't mentioned the errors, then spelling was not a priority for this particular assignment or at this particular stage. Instead, praise the content itself. Here are some specific things to look for, and if they are there, to praise:

Strong, vivid vocabulary: "You chose a really interesting word to describe that monster - ferocious."

Idea development: "You described how the lizard's tongue works really clearly. At first I couldn't understand how a tongue can smell, but this sentence helps."

Audience awareness: "This introduction really grabbed my attention."

Organization: "Nice transition here: 'On the other hand.' That's a good way to show that you're going to talk about a different side of the issue."

Attempts at sophisticated construction: "Is that a semicolon? That's a pretty advanced punctuation mark. I like to see you trying new things with your writing."

If you want to help your child improve his spelling, keep assignments that contain errors in a folder. Later in the year, after a certain kind of word has been taught - say, the difference between there, their, and they're - have your child go through the folder and see if they can catch some old mistakes with this set of words.

Rest assured, teachers still care very much about spelling. They just recognize that learning other skills - harder, more complex skills - often works best when those skills get a student's full attention. Single instruments first, then the whole orchestra.
Reference:
Kolodziej, N.J., & Columba, L. (2005). Invented spelling: Guidelines for parents. Reading Improvement, 42 (4), 212-223.

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Why is my kid allowed to make spelling mistakes?

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"Last week, my son brought home a stack of papers from his first-grade class. Some of them had obvious spelling errors, but no one had marked them wrong. What's the deal? Why don't teachers seem to care about spelling anymore?"

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I absolutely loved this article and learning about the theory of loose parts. Loose parts learning includes learning for all ages including variables such as animals, plants, cooking, different smells, etc. This theory stresses the importance of teaching kids in a hands on way, not just your basic writing and reading. "The world is always ours to shape, and when we're not shaping it, it's shaping us."

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In 1971, architect Simon Nicholson wrote an article for a magazine called Landscape Architecture entitled "How Not to Cheat Children: The Theory of Loose Parts Play." A key aspect of Nicholson's thinking was that "all children love to interact with variables, such as materials and shapes; smells and other physical phenomena, such as electricity, magnetism, and gravity; media such as gases and fluids; sounds, music, and motion; chemical interactions, cooking, and fire; and other people, and animals, plants, words, concepts, and ideas. With all these things all children love to play, experiment, discover, and invent and have fun."

In the nearly 50 years since this article was published, the idea has grown, and more and more early childhood educators have made Nicholson's theory a centerpiece of their play-based programs.

That the theory emerged from architecture is fascinating: It echoes, in a way, the work of Reggio Emilia founder Loris Malaguzzi, who postulated that children have three teachers: adults, other children, and the environment-the realm of architecture. As Nicholson wrote, "In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it."

He wasn't talking exclusively about early childhood, but about educational environments in general. He included playgrounds and classrooms, but also places for all ages, like museums and libraries. His big idea was that we are most inventive and creative when we're allowed to construct, manipulate, and otherwise play with our environments, arguing that when we leave the design of spaces to professionals, we are, in effect, excluding children (and adults) from the most important, and fun, part of the process. We are, to use his word, "stealing" it from the children.

Loose Parts Play Is About More Than the Parts

Even if we haven't consciously adopted the theory of loose parts play, every early childhood professional, even those working in highly structured environments, knows this point about inventiveness and creativity to be true. None of us would, for instance, build a block structure for the children and expect them to learn anything by merely looking at it and listening to us lecture. We know the children must take those blocks in hand, must both construct and deconstruct, must experiment, test, and manipulate. We also know that their play, and therefore their learning, is expanded as we add more and varied materials to their environment.

The theory of loose parts applies that principle of building blocks to the entire environment, encouraging us to let go of our ideas of how a learning environment is supposed to be and to instead fill it with variables-things that can be moved, manipulated, and transported.

It's important to remember that Nicholson's theory continues to be a radical one, even as aspects of it become more mainstream. This is about more than toilet paper tubes and clothespins. It's about more than old tires, shipping pallets, and wood planks. At its core, the theory of loose parts is a theory about democracy, about self-governance and the rights and responsibilities of individuals and groups to come together to shape their world according to their own vision.

The world is always ours to shape, and when we're not shaping it, it's shaping us. Nicholson's insight was that our environment is too often a kind of dictator, one that is restricting rather than expanding our possibilities. As educators work with the "third teacher," it's important that we keep this in mind and always ask ourselves, "Is this stealing the fun from the children?" As loose parts play has entered the mainstream of early childhood education, we do need to remember to ask this core question.

I'm happy the concept of loose parts play has taken the early childhood world by storm these past few years. It seems like not a day goes by that I don't discover a website dedicated to loose parts play, or a loose parts workshop for teachers, or a new book that will help us better understand it. Of course, it's an idea that predates Nicholson, having been around since the advent of children, one that was once just implied in our standard understanding of play: When left to their own devices, kids tend to pick up whatever is at hand and goof around with it. But in the modern era, we have mainly used toys manufactured specifically for children as the hub around which play revolved.

Children continued to play with loose parts-some of which were these toys, broken, modified, or otherwise-but we adults lost sight of that. And as toys became cheaper, our homes and classrooms have come to be overwhelmed with them. But even now, children continue their loose parts play, often ignoring the actual toys. Who among us hasn't joked that kids prefer the boxes the toys came in over the toys themselves?

Loose Parts Are Everywhere, and Free

So yes, I'm pleased that there is a renewed focus on the open-endedness of things like rocks and sticks and pine cones, of toilet paper tubes and mint tins and yoghurt containers, of old tires and planks of wood and house gutters. But I worry that in our embrace of loose parts play, we're concentrating too much on the loose parts and not enough on the play. I worry when I hear teachers fussing about their loose parts collection, hovering over the children lest they damage or misuse or lose the precious loose parts.

The children I've taught have always been engaged in loose parts play, but I rarely use the term-I usually just call it junk or maybe debris. Whatever it's called, the key element is that we don't pay for it and have no concerns that it will be damaged, misused, or lost. Most of what you'll find on our playground came either from the earth or from the garages, attics, and recycling bins of the families who have enrolled their children. I often say that one of the functions of preschools isn't to use stuff, but to finish using it. We still have toys around, but most of them are broken in some way-the cars have lost wheels, the dolls have lost their heads, and the balls have lost their shape. These items lend themselves to "inventiveness and creativity," as Nicholson noted.

We don't need to go shopping for these things, and we don't need to "teach" children how to play with them. Our world is already abundant with loose parts. Recycling bins are full of them, families' cellars are chockablock. A broken toy is often much better than a new one. We can simply make junk available and step out of the way. This is how we ensure we're not stealing the fun, and therefore the opportunity to learn, from the kids.

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Integrating Loose Parts Play in a Preschool Program

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In 1971, architect Simon Nicholson wrote an article for a magazine called Landscape Architecture entitled "How Not to Cheat Children: The Theory of Loose Parts Play."

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This is an excellent article discussing dyslexia as a whole. It explains how "mainstream" teachers need to step up their game on knowledge of learning disabilities so that it does not all fall on special education teachers. Dyslexia is not as uncommon as people think it is, which means that chances are there a few kids in each mainstream class that may have it. If more teachers learn the early of dyslexia, kids can help sooner which can affect their overall education. There is so much more to dyslexia than people know and this articles helps to tackle myths about the disability and ways to spot it.

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How to Spot Dyslexia, and What to Do Next | Cult of Pedagogy

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Learn the traits that might indicate dyslexia in students and what you can do inside and outside the classroom to better support these students.