Is STEM only for some 4 3depts.washington.edu/iamlab/downloads/STEM_Infographic.pdfare everywhere....
Transcript of Is STEM only for some 4 3depts.washington.edu/iamlab/downloads/STEM_Infographic.pdfare everywhere....
Compared to other fields, there are fewer women and people of color in most science, technology, engineering, and math (STEM) fields.
IS STEM ONLY “FOR SOME”?Percentage of bachelorʼs degrees earned by female students:
Biology Math &Statistics
Physical Sciences
Engineering ComputerScience
62% 43% 39% 20% 19%
Visuals
Marketing
Messages
ExplanationsAttitudes
Parents give boysmore explanations
about STEM subjects. Iʼm not a
math person!
Teachersʼ attitudes predict studentsʼ later success and choices.
ExpectationsParents think STEM is
harder and less interesting for girls than boys.
From a young age, boys have more access to STEM
toys and activities.
Stereotypic images of who “should” do science
are everywhere.
STEM toys and experiences are heavily
marketed to boys.
Girls are just as smart as
boys.
Words can signal who does STEM: “Girls are
just as good as boys” implies girls are not really as good.
Ty is just more interested
in math than his sister.
Kids, itʼs time to do math together!
ActivitiesEnvironment Relationships LanguageThe people and things
around us signal who belongs, and
who doesnʼt.
I believe you can
do it!
Access
for boys!! for girls!!
Use inclusive language, like
“kids” or “students” instead
of “boys and girls.”Set up classrooms to feel welcoming
to all students.
Feeling connected to others motivates children in STEM.
Seeing how STEM can be used to connect and help
people makes young women more interested.
Provide STEM toys for
everyone to play with.
Representation matters. Introduce children to diverse
role models in STEM they can identify with.
Use experiences to broaden ideas about
who does STEM.
Give all children positive STEM experiences,
beginning in preschool.
Support childrenʼs interests, but also
encourage them to explore new things.
Make it social! Relationships support
STEM learning.
Pay attention to how you use language
around STEM topics.
Encourage children to
see mistakes as part of a
learning process.
Have high expectations of all children
in STEM subjects.
(Yeager et al., 2014)
Itʼs all part of the
process.
(Dweck & Master, 2009)
(Master, Cheryan, & Meltzoff, 2017)
(Diekman et al., 2011)
(Jacobs et al., 2005)
(Chestnut & Markman, 2018)
(Beilock et al., 2010)
(Crowley et al., 2001)
(Tenenbaum & Leaper, 2003)
(Sweet, 2014)
(Cheryan, Master, & Meltzoff, 2015)
(Master, Cheryan, & Meltzoff, 2016)
(Levine et al., 2012)
(Cheryan, Drury, & Vichayapai, 2013)
(Master, Cheryan, Moscatelli, & Meltzoff, 2017)
(Renninger, Nieswandt, & Hidi, 2015)
(Hilliard & Liben, 2010)
Content: Allison Master, PhD
Design: Amelia Bachleda, PhD
depts.washington.edu/iamlabmodules.ilabs.uw.edu