Foundational Premise: STEM for ALL Learning Environment
For the United States to remain competitive in STEM fields and to prepare our girls for the future workforce, we must
close the gap. It is important to recognize that girls and boys do not display a significant difference in their abilities in mathematics and science; rather, the cause for the gender gap in STEM is social and environmental. Research shows that girls start losing interest and confidence in STEM during middle school and this decline often continues as they get older. For the SciGirls Strategies to be as effective as possible, it is critical to provide a supportive space and learning environment that fosters mutual respect, looks and feels inviting, and allows girls to feel that they belong. Research shows that a learning environment that is comfortable, personally meaningful, collegial, and supportive can positively impact girls’ interest and motivation in STEM and positively influence girls’ STEM identities. The learning environment must also be culturally responsive, one that recognizes, reflects, and validates the history, cultures, and world-views of youth. In such an environment, diversity is valued as an asset, which leads to effective teaching and learning. |
The foundation for SciGirls success requires a strong framework of practice including:
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Tips
- Create a warm and welcoming space that is accessible to all and fosters cooperation and acceptance.
- Create an organized space where everyone can move easily and safely and work in a collaborative way.
- Learn about your youths’ needs. The tools to make the environment accessible and welcoming vary depending on individuals’ needs (vision or hearing impairments, sensitivity to light, etc).
- Practice and encourage active listening. Active listening includes orienting your body to the speaker, maintaining eye contact, nodding your head, using facial expressions (e.g., smile, frown) and verbal cues (e.g., “That is interesting”).
- Create an atmosphere of mutual respect. Shared expectations help develop a sense of community and encourage positive interactions.
- Use icebreakers so youth can introduce themselves in a non-threatening manner. This activity allows your youth to relate to each other and share and appreciate differences among them.
- Provide opportunities for youth to voice their opinions and feel accepted. Encourage active participation by all youth and structure tasks that have multiple paths to a solution.
- Form meaningful connections with youth. Take some time to view everyone as an individual—encourage them to share their own lives and interests—and show them that you believe in their abilities.
- Find ways to acknowledge cultural differences in how you interact with students. Students feel invited to learn when their cultural identities are acknowledged in affirming ways. Being culturally "neutral" does not achieve this (and isn't really possible). Notice student reachings when they feel "seen" by you.
- Seek to make learning relevant. Engaging students as partners in making relevant connections increases the quantity and frequency of those connections. Track and remind students of the connections and ask them to help in the process. Inviting students into genuine inquiry begins with the invitation from you.
PLC Activities
Evaluate Classroom ClimateFor the SciGirls Strategies to be as effective as possible, it is critical to provide a supportive space and a learning environment that fosters mutual respect, feels inviting, and affords students a sense of belonging. Research shows that a learning environment that is comfortable, personally meaningful, collegial, and supportive can positively impact girls’ interest and motivation in STEM and positively influence girls’ STEM identities.
As a group you might collect and share data on classroom climate indicators such as:
If you identify discrepancies between classes and/or recognize areas for collective growth create a plan and track your progress towards achieving it. Base your success on impacts on student connected data rather than teacher implementation. |
Cultural ShiftChallenged to "see" the cultural assumptions within our pedagogical choices, we may feel like we are being asked to change the water in our own fish tank.
If you stretched yourself to consider the disposition, attitudes, interests, and style of students in your classroom, especially those whose cultural background differs from your own, what would you notice?
Consider gender as a separate category of identity and culture. Often it helps to unpack our biases by substituting into a scenario a person of another gender or race. Would that interaction have felt comfortable if that person had been a different race or gender? If not, why? How an we evolve our interpersonal skills and, most critically, our self-knowledge, to be able to reach ALL our students equitably and with equanimity. Assess your own implicit gender bias using Harvard's tool linked below, report your findings and feelings about the results to your PLC and consider how you can help each other improve your effectiveness across gender. |
Growth Mindset
STEM for ALL is possible because all humans whose cognitive and sensory capacities fall within or above the normal curve of have incredible potential to learn through experience. Neuroplasticity happens across the life span to foster knowledge acquistion and skills that previously were unavailable.
If teachers do not believe that their students can learn, the students will be much less likely to learn. Take the time to learn the science, psychology, evidence base and opportunity associated with the concept of a "growth" v. a "fixed" mindset to ensure you believe and convey to learners their true STEM potential.
Your PLC can listen to, and/or read from, one of the sources linked here.
If teachers do not believe that their students can learn, the students will be much less likely to learn. Take the time to learn the science, psychology, evidence base and opportunity associated with the concept of a "growth" v. a "fixed" mindset to ensure you believe and convey to learners their true STEM potential.
Your PLC can listen to, and/or read from, one of the sources linked here.
- Watch Carol Dweck's Growth Mindset TED Talk and read her blog on Growth Mindset and Personal Accountability
- Consider Ellen Langer's talk on Mindfulness vs. Mindlessness from On Being, National Public Radio.
- Read Daniel Coyle's The Talent Code: Greatness isn't Born. It's Grown. Here's How.
- Amelink, Catherine T. (2012) Information Sheet: Female Interest in Mathematics. In B. Bogue & E. Cady (Eds.).Apply Research to Practice Resources.
- Ceci, Stephen J. (Ed); Williams, Wendy M. (Ed), (2007). Why aren't more women in science?: Top researchers debate the evidence. , (pp. 47-55). Washington, DC, US: American Psychological Association, xx, 254 pp.http://dx.doi.org/10.1037/11546-004