2. A study was conducted in 2012 in the UK with more than 500
employers and 42% reported having difficulties recruiting STEM-
skilled staff. Even more shocking was only 13% of the entire UK
STEM workforce are girls!
In fact, the UK has lowest number of female engineers in Europe, at
only 9%.
Three years on from the study, getting girls interested in STEM
subjects at school is still challenging with uptake varying each year
and in each school. Consequently with not enough girls studying
STEM subjects, they are unable to pursue STEM careers.
In fact in, 2014 the only major STEM subject which had more female
participants than males at A-level was biology.
3. WHAT IS THE SOLUTION?
There is no doubt that we can inspire our young people; it’s up
to us to find ways to include more girls in STEM subjects from
younger ages.
Organisations have researched how to engage girls in STEM and
here’s a summary of some strategies to encourage girls to take an
interest in STEM.
4. DON’T MAKE IT OVERLY GIRLY
It’s tempting to include girls by referring to make-up in chemistry or hair
straighteners in energy transfer diagrams. While this might engage a few girls for
a few minutes, it often reinforces the stereotypes that put girls off.
Equally, avoiding them altogether can support the image of a more masculine
engineer. Examples that both boys and girls can relate to helps to overcome
gender barriers, such as the chemistry of shampoo or iPods in energy transfer
diagrams.
In 2012 the European Commission produced an advert called ‘Science: It’s a girl
thing!’, which portrayed girls in high heels and make-up strutting around
scientific equipment.
Surprise, surprise this got a lot of attention – but for all the wrong reasons as it
focused on how the women looked rather than their qualifications.
Use this as an example to stimulate discussion between girls about what they
understand about the STEM industry.
5. DO MAKE IT PERSONAL
The highly successful SciGirls programme suggests making STEM
education personally relevant.
Use a plenary triangle to allow pupils to write about themselves in a
subject relevant way, which you can then look at later.
For example: 3 skills they used in lesson, 2 things they found interesting,
1 thing they want to know more about and 1 question they would like
you to answer.
6. DO CHALLENGE GENDER STEREOTYPES
The Institute of Physics found girls were less interested in a career with
the word ‘engineer’ in the title, as this often conjures traditional male
stereotype.
Challenge these gender boundaries by talking about job descriptions
and what the career actually involves before using the job title.
If you can stimulate interest in the STEM career initially, the title will
become irrelevant to girls.
7. DO ENCOURAGE STEM EXTRA-
CURRICULAR ACTIVITIES
Free STEM Ambassadors can provide positive role models for girls to
aspire to – each with their own personal story to share. Some
ambassadors are willing to mentor pupils for a period of time, such as
the duration of a project.
Provide information about STEM after-school clubs and summer camps
where girls can explore the subject surrounded by peers with similar
interests.
8. FIND OUT MORE
Find out more about Manic Science on our website:
http://manicscience.com
