Subject: [EDEQUITY Science Dialogue] Sustaining girls in SMT
As part of our discussion this week on Women and Girls in Science, I would
like to see us discuss some of the needs and challenges of how gender
equity is being addressed as
girls move through the educational system and transition from experience to
experience. What
practices do we have for sustaining girls interest as they move from
elementary school to graduate
school?
One of the things that we are learning through CyberSisters is that many
teachers integrating
gender equity practices still struggle with providing girls opportunities
to connect their success in science, math and technology with long-term
confidence and interest. When
girls leave middle school and move on to high school (or even high school
moving on to college and/or
career), we risk losing momentum and losing their 'buy-in' to successful
and meaningful careers in
SMT. Mentoring has proven to be an effective intervention strategy as girls
experience transition (more
girls stay in school, attend classes. achieve and aspire to better grades,
go on to college,
etc.) While we know that mentoring creates a meaningful connection between
girls and adults, I think
we face a number of challenges over the long run.
I'd like to pose questions for consideration: For educators and
practitioners, what other issues are challenges for you in your classroom
and community? What experiences do you
have engaging and retaining girls in SMT? How can we engage role models,
teachers, parents,
mentors, peer leaders to increase our capacity and to promote long-term
educational and employment
opportunities for minority young women, economically disadvantaged women
and socially at-risk students?
Cerise Roth-Vinson
Panelist, CyberSisters
"Connecting Girls To the Future of Science, Math and Technology Through
Mentoring"
On the Web at http://www.cyber-sisters.org
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