Women Stranded On The Shores Of Science

Gender inequality in STEM education directly translates into the STEM workforce, only around a quarter of which currently identifies as female. This prevents us from developing the diverse community that science needs to thrive. Maria Rossini, Head of Education at the British Science Association (BSA), offers some practical suggestions on ways to bridge the gender gap in STEM.

In 2020, only 21.4 per cent of GCSE computer science entrants were female. In the same year, Teach First found that no female scientists were named in the GCSE science curriculum, which named 20 male scientists. In 2019, women made up merely 10 per cent of engineers. This was a decrease on the previous year. We must act now to reverse this trend.

The All-Party Parliamentary Group (APPG) on Diversity and Inclusion in STEM, for which the BSA acts as secretariat, confirmed this finding when its recent inquiry found “clear evidence of inequality at each stage of the education journey, from early years to the workplace” while the Diversity and Inclusion Action Group is keen to champion “equality and inclusion amongst the thousands of scientists and engineers”.

Role models and cultural attitudes

Although many women do work in STEM, female scientists have been seemingly absent from public perceptions for a long time, since less than half of the British public are able to name a single female scientist when asked. Lack of representation causes many students and parents to conclude that STEM is not an area for girls or women. This is reflected in the APPG inquiry, which found that teenagers, especially females, show a “considerable lack of awareness about where STEM education can take them”.

Many of the world’s leading scientists behind ground-breaking COVID-19 vaccinations are women, including Professor Sarah Gilbert, Dr Hamilton Bennett and Dr Kizzmekia Corbett. By shining a light on their incredible achievements, or setting research tasks centred on these women, we can help to promote more diverse role models in science. We can also use resources such as those linked with the ‘Smashing Stereotypes’ campaign to highlight the diversity of those working in science and identify the common attributes that students share with them.

Gateway

Promoting diverse role models alone isn’t enough to close the STEM gender gap in schools, since students face barriers when they try to enter the field. In the classroom, teachers can combat this by providing all female and minority students with a gateway into science that validates their knowledge, abilities and values. Strategies such as using the ‘Science Capital’ teaching approach and taking advantage of the CREST Awards can help to achieve this.

Over half of successful CREST Awards are completed by female students. This is important because CREST values, rewards and showcases the work of students in STEM, proving to girls and their communities that they have an important place within these subjects. Ultimately, the CREST Awards can help to make science more inclusive by widening the STEM context and challenging the idea that these subjects are primarily for boys.

Encourage independent research and practical experiments

Research from the Wellcome Trust shows that 65 per cent of school students in years seven to nine and 57 per cent of those in years 10 to 13 want to do more practical work than they do at present, and that this feeling is most common among students traditionally less engaged in science. This may be because good quality practical work can bring STEM to life and give students autonomy over their own work. This not only helps to boost their confidence in their abilities but also builds their ‘science identity’ and consolidates their learning.

Practical experiments and independent research also help to reframe science. There is a risk that STEM subjects are predominantly framed in the context of traditionally masculine topics, such as cars or rockets, which reinforces the idea that STEM is for boys.  Teachers can proactively challenge this by setting independent research or practical work that allows young people to draw on their own hobbies and personal interests. This could range from climate change to journalism or sports and much more.

Work with parents

Research shows that parents often perpetuate stereotypes and discourage girls from exploring a future in science. To combat this, teachers can involve parents in their children’s learning, when showcasing diverse role models, and also in the careers and guidance process. Over the summer, for example, parents and their children can get involved with everyday science projects at home using materials you can find around the house, such as those offered by the CREST Awards.

The gender gap in STEM will only close if we take active steps to promote equality and widen access to opportunities, and schools have an essential role to play in this. There are many ways that teachers can help to boost the confidence of their female students and encourage them to engage and thrive in the world of STEM.