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De La Paz, K. (2012). Girls in STEM: Unlocking potential. Technology and Engineering Teacher, 72(1), 9-10.

This article discusses the author, Katie De La Paz, and her daughter's positive experiences with STEM in the classroom. Her daughter's teacher created a science experience that was both engaging and motivating. This experience led De La Paz to research the reasons why more women are not in STEM-related career fields. Also included is a list of resources to encourage girls to have a greater interest in STEM. The resource suggestions include easy to locate organizations, such as the Girls Scouts, and most are low cost or free.


Ride, S. K. (2005). Igniting girls' interest in science careers. Science Scope, 29(2), 46-47.

This article by former astronaut, Sally Ride, discusses the importance of keeping girls interested in science early in their school careers. She discusses ways of empowering girls to explore the different fields of science, from astrobiology to zoology. The article also discusses encouraging girls to explore the different paths to STEM careers, helping students cultivate their interests, and highlighting women who have made important contributions to science. Though the article is brief, the first page of the article can printed out as a poster to be hung in the classroom to show girls pictures of women in the astronautical field.


Tan, E., Barton, A., Kang, H., & O'neill, T. (n.d.). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 1143-1179.

This article focuses on STEM and middle-school girls narrated and embodied identities in STEM practice. This is important because this article focuses on the relationships girls have with STEM and how they self-identify in STEM.The article also discusses hurdles and support structures needed to empower girls in STEM. This is a great source for those looking at empowering young girls at the middle school level and understand the importance of girls self-identification in STEM.




Sanders, J. (n.d.). Lessons I Have Learned In Three Decades Of Working With Teachers About Girls In Stem. Journal of Women and Minorities in Science and Engineering, 99-113.

This article is from a teacher who writes of her experience and observations with girls in STEM. She starts by stating problems she has noticed as well as theories as to why she thinks these are problems. Most importantly though in section six she discusses what she has found to work in her experience. This is a great resource for any teacher to look at and use for a guide to best practices with teaching STEM to you girls. While this is her experience and may not be the most reliable data, she does have quite a bit of experience to draw from.



Shapiro, J., & Williams, A. (n.d.). The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields. Sex Roles, 175-183.

This article focuses on stereotypes facing girls in STEM and the effects that they have on girls achievement. This focuses on how a girls teachers and parents can effect a young girls understanding of her own math and science abilities and ultimately decide her success in STEM. This article highlights the negative effect that the stereotypes surrounding women in STEM can have on girls achievement. While this may not highlight best practices or instructional techniques, this article is vital for those to understand the effect they have on girls if they perpetuate these negative stereotypes.



Tyler-Wood, T., Ellison, A., Lim, O., & Periathiruvadi, S. (2012). Bringing up girls in science BUGS: The effectiveness of an after school learning environmental science program for increasing female students' interest in science careers. Journal of Science Education and Technology, 21(1), 46-55.

This article discusses an after school science club aimed at improving interest in science for girls in the fourth and fifth grade. Based on a STEM initiative by President Obama, the club was created to address the lack of women in STEM careers. The article discusses the gender gap in STEM and characteristics of an effective classroom curriculum in sparking interest in STEM fields. The article highlights the importance of gaining the interest of girls before they enter middle school as an effective way to change girls' perceptions of science careers.