EdSurge: For Girls to Succeed in STEM, Confidence Matters as Much as Competence
By Nadia Tamez-Robledo / Oct 17, 2024 / EdSurge
One of Shane Woods’ favorite memories as executive director of Girlstart, a nonprofit that aims to empower girls in the sciences, was as a participant taking her own goddaughter to the organization’s back-to-school extravaganza.
Parsing education data into snack-sized servings.
They zipped through activities with rockets and robots, and Woods asked her goddaughter — named Sailor — what she thought of it all when they were heading home.
“She said, ‘I always liked science. Now I know I can do science,’” Woods recalls. “Unprompted — I didn't ask about careers. For her to have that connection lets us know that her perception is already there of, ‘I can do it.’”
The question for the adults who care about girls like Sailor, Woods says, then becomes: How do we sustain that interest?
That is one of the questions and challenges at the center of a recently released report based on the Girls’ Index, a survey of 17,500 girls in fifth through 12th grades that includes questions about their goals for the future and perception of science, technology, engineering and mathematics as potential careers.
While women are not just outpacing men in degrees — girls are doing better academically and completing high school on time more frequently than boys — the push for parity has been moving at a glacial pace in STEM. Though on the rise, women are still underrepresented in both degrees and employment in the sciences and technology.
Ruling Our Experiences — a nonprofit that studies the aspirations, behaviors and opinions of girls — compares results from the 2023 survey to those similarly gleaned in 2017.
Their researchers found that while girls who say they’re interested in STEM grew by 10 percentage points to 55 percent, compared to survey results five years prior, the number of girls who describe themselves as confident or smart enough to earn their dream job has plummeted.
“I want everybody who has a girl in their sphere of influence to be aware of this data, because I think that we all have a role in creating a generation of more confident, competent, and capable girls,” Lisa Hinkelman, founder and CEO of Ruling Our Experiences, says, “whether it's in the STEM arena, or in other spaces where girls’ voices and opinions are needed.”
High Interest, Lower Participation
Girls are interested in science and math. More than half of girls in every age group surveyed said they were considering a STEM career, according to the report, and overall interest is up by 10 percent since 2017 — something that holds steady among grade levels, income levels and ethnicities. Interest increased the most among the youngest girls, those in fifth and sixth grade, by 20 percent.
That doesn’t mean that girls are ready to dive into the field.
The report found a myriad of outside factors and social pressures that may be keeping girls from taking STEM classes or seeing themselves in science jobs.
The share of girls who say they are good at math and science fell sharply from 73 percent in 2017 to 59 percent in 2023, and that includes girls whose grades show they excel in those subjects.
“I think that should be especially concerning when we're thinking about the need to ensure that girls have increased representation in the STEM field, in that it's more than just exposing them to STEM opportunities,” Hinkelman says. “We also have to be simultaneously addressing these confidence challenges and their perceptions of their abilities that are simultaneously impacting what they might do next.”
Researchers also expressed concern that gender stereotypes and misconceptions about math and science could be deterring girls from taking those classes as they advance through school. About 28 percent of high school girls reported that they avoid classes with low female enrollment.
Overall, 56 percent of girls say they have felt excluded from an activity because of their gender, and the majority report feeling “pressured to fit into the specific stereotypes that are thought to be appropriate and expected for girls and women.” About the same amount said they avoided taking on leadership roles for fear of being seen as bossy.
In Girlstart’s work introducing girls in 24 school districts across three states to the world of STEM, which includes after-school programs, summer camps and an annual conference, Woods says that the organization strives to both provide role models and foster kinship. Girls already hear the message that there aren’t enough women in science and technology, she adds, and being the first or only girl in a science class isn’t necessarily attractive to them.
“Our girls like community, our girls like relationships, so what Girlstart does is provide that support network of peers who are like-minded,” Woods says. “You may be the only girl in your physics class at that high school, but hopefully through us you know of other girls in physics classes throughout the city, that you all have a network of support, that you are not doing this alone.”
STEM fields also have a messaging problem.
About 89 percent of girls said they want a career where they can help others, but they don’t necessarily see that happening in the sciences. Less than half of girls responded that they wanted both a service career and a STEM career.
“This gap may exist partly because of the stereotype that women are natural caregivers, steering girls towards traditional helping professions,” the report states. “However, STEM fields offer numerous ways to make a positive impact — from developing new medicines to solving environmental issues. By showing girls how STEM careers align with their desire to help, more diverse talent could be attracted to these fields.”
Crisis of Confidence
The data shows a troubling trend when it comes to how girls reported feeling about their abilities and potential.
The percentage of girls who consider themselves confident in 2023 dipped for nearly every grade level compared to 2017, with the largest drop among fifth and sixth graders. The share of girls who say they are not sure if they are smart enough for their dream career increased in every age group.
The confidence issues girls face extend beyond their perceptions of math and science. About 57 percent said they don’t feel cared for at school, and only 39 percent said they feel a sense of belonging at school.
Hinkelman says she was surprised by the particularly sharp drop in confidence reported by girls in fifth through seventh grades.
“I think girls are internalizing a lot of messages from the world that are telling them that they're not good enough, or they're not smart enough, or that there's certain kinds of jobs or careers that aren't really for them,” Hinkelman says. “For many girls, they have an overall low opinion of themselves and their opportunities and their abilities. I think we see that reflected when it comes to their perceptions of their abilities in STEM-specific areas as well.”
The education system on the whole needs to start building confidence in the sciences at the same time students are gaining competence in STEM subjects, she adds.
Woods says that in a digital world built on a system of “likes,” girls need environments where they know where they don’t have to be perfect so long as they are proud of what they’re doing.
The numbers support what Woods sees in her work. The study found that confident girls were 20 percent more likely than their peers to say they wanted a STEM career. The report found among girls who feel supported and accepted at school also showed more interest in STEM — 50 percent more than their peers.
Girls need to know “that they can take risks in that space, that it is safe to learn from one another, to fail in front of each other to get back up and take it as a lesson or a success,” Woods explains. “That is really what's critical in changing how girls see themselves in these careers and what they can do, so we have to reinforce that STEM will allow them to change the world.”
Nadia Tamez-Robledo (@nadiatamezr) is a reporter covering K-12 education for EdSurge with focuses on student and teacher mental health and changing demographics. You can reach her at nadia [at] edsurge [dot] com.