Following their 2017 research that
examined the reasons why Europe’s girls and young women lose interest in STEM, Microsoft
sought to undertake research in the U.S. that would illuminate ways in which
policymakers, educators, nonprofits, parents, and communities can support and
encourage girls and young women in STEM stateside.
Key findings include:
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Girls and young women
have a hard time picturing themselves in STEM roles. They need more exposure to
STEM jobs, female role models, and career awareness and planning.
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Girls don’t initially
see the potential for careers in STEM to be creative or have a positive impact
on the world. But even a little exposure to real-world applications of STEM
knowledge dramatically changes their outlook.
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Girls who participate
in STEM clubs and activities outside of school are more likely to say they will
pursue STEM subjects later in their education. The kinds of experiments and
experiences girls are exposed to in these activities can provide insights for
how to enhance STEM instruction in the classroom.
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Encouragement from
teachers and parents makes a big difference in girls’ interest in
STEM—especially when it comes from both teachers and parents.
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Educators can foster
a “growth mindset” among their female students by tapping into their
willingness to work hard for results.
The researchers of this study hope that
insights gained from this research will help policymakers, educators, parents
and employers like us better understand and overcome the challenges girls and
young women face when it comes to pursuing STEM studies and careers.
Kesar, S. (2018). Closing the STEM gap
– Why STEM classes and careers still lack girls and what we can do about it.
Redmond, WA: Microsoft. https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1UMWz
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