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Articles In the News(Click the titles to link to original article)

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This article directly speaks to engaging girls in STEM through role modeling and project based learning. It indicates that lessons need to be designed with “cutting-edge pedagogies”. Also, they claim girls are less likely to explore STEM opportunities because of how others may perceive them. This directly relates to the need for more positive conversation and information surrounding STEM opportunities for girls. Collaboration, close-in-age peer leaders, and self-esteem building opportunities are at the forefront of their suggestions for engaging girls in STEM. An excellent way to facilitate these suggestions is through creating innovation stations where all are welcome both inside and out of class in order create positive conversation surrounding this crucial subject.

Abel-Palmieri, L. (2014 June 30). Engage girls in STEM by starting early. Retrieved from https://www.iste.org/explore/articleDetail?articleid=90&category=ISTE-Connects-blog&article=Engage+girls+in+STEM+by+starting+early


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Laura Bruursema discusses her experience with girls who express great interest in STEM but quickly lost interest by high school. She uses sources to explain some girls may have interest but feel alienated, or that STEM occupations do not align with “goals of achieving social good” (Bruursema, 2013). Emphasis is placed on creating early experiences that are positive and not stereotypical. More opportunities that connect STEM to “promot[ing] social good, [...] excercising creativity through art projects individually and collaboratively, and rely[ing] on a network of family members to support their project work” are desired by young girls (Bruursema, 2013). Bruursema flushes out ideas ranging from making, doing, creating, and involving others building on girls’ interests. She closes with this statement that truly sums up the need to empower young girls. “We know there is no one reason that girls choose not to pursue STEM, but creating engaging experiences that could foster a sense of belonging and agency as a STEM learner could help to spark passion and encourage persistence” (Bruursema, 2013).

Bruursema, L. (2013 July 12) RE: Girls and STEM at The Tech. Retrieved from __https://www.thetech.org/about-us/tech-blog/girls-and-stem-tech__


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Female entrants to to STEM occupations grew rapidly in the 1970s, however, in the 1980s entrants plateaued and then plummeted. The article emphasizes the lack of female role models and the media’s persistence in using the same few names as if there were only a few. While the article focuses mainly on women in STEM careers rather than young girls, it does include information on just how important the image of STEM subjects is. A source cited in the article believes catching young girls interest in STEM before they have deemed it “cool” or not will make a difference. This can be done through teaching techniques, the article also claims. The idea that STEM subjects have been designed for males is quite enlightening and it is indicated that altering teaching techniques to incorporate learning styles of both genders will attract more girls.The author’s quote Gillian Keating, President of the Cork Chamber of Commerce, saying, “I wish I had known when I was 16 all that I do now about STEM. The opportunities are just so exciting.” This idea is exactly the emphasis we using to encourage girls at a young age to become interested in STEM opportunities.

Faller, G. Holden, L. (2015 February 3). The hard Stem sell: trying to get girls to buy into science. Retrieved from http://www.irishtimes.com/news/education/the-hard-stem-sell-trying-to-get-girls-to-buy-into-science-1.2084248


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This articles discusses how it is imperative to teach young children about STEM even before they enter kindergarten. It focuses on three main ideas of how we can achieve this. First, it describes how we can get young children involved in STEM learning. Secondly, it emphasizes how much students are capable of at a young age. Lastly, it discusses how educators need to develop better skills, through the form of professional development, in order to help teach young children how to problem solve and think critically.

Leonard, Kimberly. (2015 July 1) Getting an Early Jump on STEM. Retrieved from http://www.usnews.com/news/stem-solutions/articles/2015/07/01/getting-an-early-jump-on-stem


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This article reports about how gender and racial gaps in STEM fields continue to exist. There has been a big push in the last decade to increase national interest about STEM fields in education. Studies have shown that, specifically, there needs to be something done to promote STEM careers to young women, Latinos and African Americans in order to create equity of representation in the field. The article emphasizes how it is crucial that we make diversity in STEM a priority.

Bolkan, Joshua. (2015 June 29). Despite Equity Initiatives, STEM Gaps Persist. Retrieved from http://campustechnology.com/articles/2015/06/29/report-despite-equity-push-stem-gaps-persist.aspx


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Forty-two young girls were given the opportunity to attend New River Community College’s (NRCC) first all-girl STEM day camp. The article describes how the girls had a chance to rotate through different workshops that taught them about basic computer repair, how to create their own computer games, and how to design and create items using a 3-D printer. The goal of the camp is expose young girls to STEM and open their minds to different types of careers.

Williams, Travis. (2015 June 25). NRCC STEM Camp Geared for Girls. Retireved from http://www.roanoke.com/news/education/higher_education/nrcc/nrcc-stem-camp-geared-for-girls/article_13e6d8f6-7b53-5a35-88a6-86670300e3a3.html