Women and Girls in Science

    • Team NIE
    • Publish Date: Mar 12 2018 9:48PM
    • |
    • Updated Date: Mar 12 2018 9:50PM
Women and Girls in Science

The world recently celebrated the International Day of Women and Girls in Science. A day set aside to elevate and encourage more girls to choose science as their vocation. If a career in STEM (Science, Technology, Engineering, and Mathematics) has been a ticket to success for the past twenty years, why are there so few women and girls in these fields? The answer appears to lie in how STEM is taught.

One UN study found that, “The probability for female students of graduating with a Bachelor’s degree, Master’s degree and Doctor’s degree in a science-related field are 18%, 8% and 2% respectively, while the percentages of male students are 37%, 18% and 6%.” Although girls are successful in the sciences and math in secondary school, and according to UNESCO, “In international assessments such as the Programme for International Student Assessment (PISA) for instance, results show that overall females appear to be increasingly catching up to males in STEM-related subjects, particularly in science,” they are less likely to enter the sciences and less likely to pursue a career in science even if they graduate with a degree in the sciences. 

This is problematic not only at the individual level but also at a community and national level, because having more girls in the STEM subjects has an impact on communities and countries’ success.  Beyond the benefit of more engineers in general, the voices of women in these fields ensure that the realities and lives of women and girls are considered when problem finding and developing solutions. According to the OECD, “Women typically invest a higher proportion of their earnings in their families and communities than men.” So, ensuring that girls are active and represented in these fields is important at a personal, school, community, and national level.

Researchers have been trying to find ways to have STEM resonate with more girls. According to Lina Nilsson, an engineer and former innovation designer at the Blum Center for Developing Economies at UC Berkeley, one of the best ways to do this is to insert engineering at the heart of how to better society. Girls are more likely to invest in problem finding and developing solutions if they believe that their work will have meaning and impact beyond theoretical problems in the classroom. If STEM subjects can be taught in a problem based approach with real world application, then we should see more girls entering these fields and more of the problems that might impact us solved. That’s something for us to look forward to.

- Fiona Reynolds, Acting Head of School, American School of Bombay

 

The above article was published in American School of Bombay’s Guest Edition dated February 27, 2018. 

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