Opportunities in STEM

Inspiring and motivating girls

STEM subjects are not only useful pathways to traditional ‘STEM careers’ but are the skills learnt and taught by specialist teachers. These skills are important across all industries and roles. Much has been written about the crucial skills that people in the workplaces of the future will need. Critical thinking, problem-solving and analytic capabilities are listed alongside imagination and curiosity (PwC Australia 2015).

Dr Rebecca Cooper (who lectures in maths, science and technology within Monash University’s Faculty of Education) writes: ‘Research shows that negative stereotyping and unconscious bias has an impact on girls’ participation in … STEM at school’ (Cooper 2019).

As a STEM-specialist teacher, you can inspire, motivate, influence and encourage girls to see themselves involved in the STEM careers of the future.

A major study in 2017 by Microsoft, Why don’t European girls like science or technology?, has been widely referenced in STEM discussions all around the world. It has several suggestions for the education sector, some of which are reflected under the headings below.

Visible female role models

It is hard for girls to imagine themselves in professions when they can’t see role models they identify with, ones who reflect who they are. There are positive, talented women working in areas that interest your students. Share their stories to inspire the next generation.

Superstars of STEM is a great place to start when looking for female STEM role models. 

Practical experience and hands-on exercises with real-life applications

Give students opportunities to participate in practical experiences, whether inside or outside the classroom. This has been shown to increase interest in STEM, as girls can see the connection to real-life problem-solving and the impact STEM can have in society. An example might be exploring how bubbles can be used to deliver drugs to cancerous tissue. Girls may become more interested in STEM if they can imagine how STEM subjects apply to real-life situations, and how relevant STEM is to their future.

Revealing and breaking down stereotypes

As Rebecca Cooper says, ‘promoting a growth mindset can challenge negative stereotypes about the ability of girls to succeed in STEM’ (Cooper 2019). Many pervasive and damaging myths about women in STEM remain, despite overwhelming evidence against them. Systemic biases limit the range of career options that many women aspire to. These biases come into effect early, impacting girls and women throughout their education before following them into the workplace. By learning what areas of STEM girls enjoy and are interested in, and encouraging them to pursue STEM, teachers see motivation, long-term engagement and hard work rise (Cooper 2019). Interest and students’ beliefs that girls can succeed and have a place in STEM are important aspects here.

Teachers as mentors

The 2017 Microsoft report points out, ‘When educators talk to girls about STEM subjects and actively encourage them, girls become more attracted to these disciplines’. As a teacher, you can have a powerful and positive influence on how students view themselves and their place in the world.

Building confidence in equality

‘Young women are more likely to pursue STEM careers if they are confident that men and women who work in these disciplines are treated equally’ (Microsoft 2017).

Conversations about equality and the modelling of what equality looks like are powerful for all students in classroom settings.

See below for resources about real-life applications, practical experience and information about female role models. These resources are linked to career development, and support specialist teachers like you to motivate and encourage girls into thinking about their futures in STEM and their place in the world.