Design News: Confidence Crisis Hampers Girls Pursuing STEM
Spencer Chin, Senior Editor — October 9, 2024 / link to article.
At a Glance
Study says poor self-image, lack of confidence prevalent among grade-school girls.
Good role models and exposure to STEM opportunities needed to increase women choosing science and engineering careers.
Although the numbers of girls pursuing science and engineering has increased in recent years, their participation still lags markedly behind their male counterparts. The problem is not innate abilities, but can be rooted to attitudes and perceptions among girls stemming from as early as grade school, according to a study by Ruling Our eXperiences (ROX) an non-profit group that empowers young girls in grades 5 through 12 with skills and support programs and tools to enhance their education.
ROX has just released the latest version of its study called The Girls Index, a nationwide research study on girl’s experiences, behaviors, and aspirations. The findings were not exactly encouraging.
First, the positive news. Since ROX conducted the first Girls Index in 2017, interest in STEM has increased from 45 to 55%. On top of this, STEM interest has gained most among 5th and 6th grade girls, by nearly 20%, according to ROX’s findings.
However, that good news fades with the survey’s finding that 59% of girls believe they are good at math and science, which is down from the 73% in the first Girls Index survey from 2017. Moreover, the latest Girls Index found that 57% of 9th through 12th grade girls reported they do not believe they are smart enough for their dream job, up from 46% in 2017. For 5th and 6th grade girls, 52% are not confident they can attain their dream job, up markedly from 23% in 2017.
Lack of confidence, enormous societal pressures
Why are more young girls doubting their abilities to handle math and science? A lot of it lies in the negative self-image girls have of themselves, noted Dr. Lisa Hinkelman, a noted educator and researcher who founded ROX.
“We need to understand the state of girls’ minds before solving the problems of girls in STEM,” said Hinkelman during a webinar earlier this week discussing the latest Girls Index study. “Confidence among girls declines the most from 5th through 9th grades, even among girls with higher grades,” she noted.
The decline of confidence goes hand-in-hand with societal pressures for girls to be popular and well-liked, according to Hinkelman. This is exacerbated by the rapid increase in the use of social media, which rises sharply in the 5th and 6th grades.
Overwhelming peer pressure also negatively affected girls’ assertiveness, the study noted. The Girls Index found that 67% of girls avoided expressing their thoughts to be well-liked, while 55% refrained from taking charge for the fear of being labeled bossy.
The drop of confidence in grade-school girls is significant, considering the survey found that confident girls are 20% more likely to consider a STEM career.
Stereotypes abound
Age-old stereotypes surrounding girls and their societal roles were also factors affecting their mindset and hampering their entrance to the STEM world, according to the Girls Index. The study reported that a stunning 89% of girls felt pressure to fit specific roles and stereotypes, with 79% feeling pressures bordering on excessive. An overwhelming 88% of girls felt under pressure to be pretty.
Moreover, the dearth of female role models and peer influences manifested in the girls’ choice of classes. For instance, 28% of high school girls avoided taking classes with low female enrollment. One out of four girls believed that boys outnumbered girls in advanced placement math and science courses. Most disconcertingly, 57% of girls felt that people at their school cared about them.
Support networks important
The Girls Index’s findings strongly emphasized the need for a classroom environment that recognizes girls’ abilities and makes them feel connected to their schools. For instance, girls whose teachers treat them like they are smart were found to be 56% more likely to pursue a STEM occupation. And, perhaps not surprisingly, girls with higher grade-point averages are more likely to choose STEM careers.
The study called for educators to reframe STEM as a path to making a difference in society. It found that while 86% of girls sought careers to help others, only 49% of these girls considered STEM careers. It called for the narrative around STEM careers to clearly show how the use of STEM can help others. The study called for the showcasing of STEM role models and partnering with STEM-focused companies to illustrate how science and technology can solve global challenges.
Most importantly, the researchers called for a multi-faced approach involving not only instructors but academic advisors and counselors to address the social and interpersonal challenges facing adolescent girls. They advocated creating safe spaces for girls to experiment, fail, learn from their mistakes and develop a growth mindset—critical for STEM careers.
The study also recommended examining STEM programs and opportunities to identify and address any access barriers that exist, developing targeted outreach programs for underrecognized groups in STEM and bringing related activities and resources to underserved communities.