Welcome showcase participants! We look forward to hearing your feedback around the SciGirls Strategies, updated in 2019 (formerly the SciGirls Seven). Let us know what you think about the new framework around inclusive learning environments and culturally responsive practices. While the project associated with the literature review has recently ended, the research-based SciGirls Strategies will continue to be used widely within our SciGirls 200-partner network and the National Girls Collaborative project and Space Science Institute’s STAR Library program, STAR Net. We look forward to connecting with you. Let us know if these strategies resonate with the youth you are working with. --Rita and Niki

Thanks Rita, this work is so important! Viewing your video clip immediately brought to mind that the strategies you describe are how science is REALLY done, rather than the way it is taught in school. For instance, real science is nearly always collaborative, and the science enterprise is a community of people who work together to build science knowledge. Everyone of any gender and ethnic background can benefit from these ideas. I know the literature review has ended but have you given thought as to how to address science in an era where we value discourse around gender equity being much more complex than boys and girls, acknowledging that defining gender is not so simple anymore and not all students are cis-gender in terms of identity?

Rita,

I found your use of research-based strategies across the SciGirls TV show, website and educational materials very compelling -- and the way that you have kept them updated with recent research and a culturally responsive approach. I was wondering about how these strategies could be more broadly tested and disseminated in other informal learning contexts -- your video and website are certainly a great start, but I was curious if you had additional thoughts about this. 

Hi Billy, 

Great question. Our informal educational partners are very diverse and include museums, science centers, libraries, universities and community-based organizations. We also have partners in schools nationwide and locally in Minnesota (a cohort of 15+ high schools). We developed a short-course in partnership with St. Catherine University as part of an ITEST and have some learnings that will be published this year around that effort, using the strategies in a more formal environment. The strategies were once used to design a museum exhibit!  We also share the strategies widely with our NASA partners through the MIE (NASA Museum and Informal Education Alliance) and through a new partnership with the Space Science Institute's STAR Library Network (STAR Net). The latter project is being evaluated as part of that work. Our next season, SciGirls in Space, is funded by NASA and will look at how the strategies can be used to support NASA-themed STEM programs. We are also about to begin another adjacent season in the National Parks and that work is sure to be very interesting, we are matching NPS women professionals with girl-serving programs to act as role models and lead girls on citizen science projects at the parks.

We also have a companion project called CEREBROedu that integrates these practices through funding from the NIH SEPA program for Latinx youth and families. There is a video about that project in this year's showcase. https://stemforall2021.videohall.com/presentations/2172.   You can learn more at https://www.cerebroedu.org/.

Finally, you can find all of our research and evaluation at informalscience.org and on the TPT STEM Evaluation page: http://www.scigirlsconnect.org/evaluations/.

We have companion guides for educators around Engaging Latinx Families,  for STEM professionals to engage with girls, Role Model Strategies, and a Family Guide to Engaging Girls in STEM. Find them at http://www.scigirlsconnect.org/!

 

Rita,

This is a great project!  Thank you for sharing this video.  I like the six steps listed and will definitely check out the resources.  Well done!!!

This is great! In my experience mentoring girls, they often respond really well to honesty about the struggles that come with being a woman in science, rather than just saying "girls can do anything!" so I love the points "empower girls to embrace struggles" and "encourage girls to challenge stereotypes". I also often hear from girls that they're worried about being traditionally feminine in science, since often women adapt to the norm men have created in science (i.e. less colorful, no dressing up), so the use of so many colors and diverse women role models is so important I think! 

Just want to give a shout out to our SciGirls partners! With their help we were able to incorporate the SciGirls Strategies into the physical science modules we developed in our partnership with 4-H. We think your resources are amazing! Thank you for helping every day volunteers adopt these research-based practices to engage girls in STEM. 

I think we can adapt the strategies that you have articulated and the resources that you have shared in so many varied contexts.  I can connect the dots between what you found working to engage young girls in informal STEM learning and the strategies that work to engage minoritized students in STEM college classes or research experiences.

Can you say more about how strategy #3 (Empower girls to embrace struggle, overcome challenges, and increase self-confidence in STEM) works in practice? Specifically, how do you support girls in developing a growth mindset?  So many times in college classrooms I’ve seen students encounter their first struggle (usually the first test in a science or math class) and the student’s response is to disengage or “stick their head in the sand”.  How do we move them from a fixed mindset to a growth mindset?

Hi Nickolay - This was such a good question I reached out to other members of our team and hope to have some additional advice for you on this topic Stay tuned! But for starters --

The tips are below from our equity guide on this topic. These focus on helping girls/youth be comfortable bringing their authentic selves to their work in STEM. This aligns with our framework of using culturally responsive practices and designing a STEM for All inclusive and welcoming learning environment. You can read more in the full guide found here: http://www.scigirlsconnect.org/scigirls-strategies-engage-girls-stem/

The pressure of trying to "fit in," to be like the boys (or like the "good" STEM students) can work against the development of a positive STEM identity as this requires a sense of belonging. I also recommend the use of diverse role models and mentors who come from different backgrounds, cultures and pathways. Finally, I once heard this and it stuck with me: FAIL just stands for First Attempt at Learning!

We have some videos for educators called the SciGirls Snapshots which may be of help to you. They can be found here: https://vimeopro.com/user10550772/scigirls-snapshots.

Below are our strategies for building a growth mindset:

Help girls focus on and value the process of learning by supporting their strategies for problem solving and letting them know their skills can improve through practice. Support girls to develop a growth mindset—the belief that intelligence can develop with effort and learning. 

1. Provide examples of what STEM looks like for professionals. Help girls understand the stereotypical STEM professional (working alone on a computer or in a lab) is not what many people experience in their own work lives.
   
   
2. Incorporate materials, images, and content that counter stereotypes about who does STEM. For example, display posters of diverse women and highlight those whose work benefits the community.
   
   
3. Provide opportunities for girls to work together, support each other, and connect with STEM-minded peers.
   
   
4. Point out that doing STEM and being a STEM person does not contradict how girls see themselves or their aspirations for the future.

Also the Carol Dweck Self-Theories book is worth the read!

Such an awesome project!  Also working in science filmmaking, I've drawn a lot on y'all's work and really appreciate everything you have created.  Definitely looking forward to seeing your new work with NASA and NPS.

I love SciGirls! How have you managed to keep girls engaged in STEM learning during the pandemic? 

Also, I wanted to invite to view an informal STEM experience done at University of Houston: https://stemforall2021.videohall.com/presentations/2031

Thank you SciGirls team.  You do such essential work and what a great video!

A couple of related questions:

1.) Are your program and promoted and shared at large scale STEM events? 

 Examples of mass scale STEM events our Mobile Climate Science Labs program takes part in are the US Science and Engineering Festival in Washington DC -- 350,000 attending. And the Bay Area Science Festival in San Francisco. You would be great at the festivals! (We share booths with similar-in-nature programs all the time) But, perhaps you take part primarily in the Twin Cities area?  

Naturally, the giant in-person STEM events are on hold currently.  We all went remote and/or virtual this last year.  However, the in-person events are likely to become possible again not too long from now.

SciGirls would be great to be featured!

 

Question #2.) Do you have a way to connect with teams of girls (young women) who use the SciGirls materials?

Take for instance the SciGirls Go Green activity book.  Activity #2.

http://www.scigirlsconnect.org/wp-content/uploa...

Looking at the energy efficiency of different types of light bulbs.  Do you work with green teams or climate clubs?  A team of our students, based in Washington DC and who are mostly girls in middle school, is doing nationally prominent work that closely relates to this activity.

Climate Club DC middle school students do energy efficiency surveys of the lighting of the most famous buildings in Washington DC.  The Smithsonian Museums, the White House, government buildings as well as local schools. Videos are made of their work.  They are actively working at the community level to make their city (Washington DC), more energy efficient. Part of reducing the carbon footprint of the city.

Is that something that might interest SciGirls?  Featuring teams of leaders who would inspire others.

Wanting to explore possibilities of collaboration with middle school students such as the young woman who narrates our STEM for All Video Showcase video.

Thank you!

My daughter loves the SciGirls and watches every week!  It's something that we enjoy doing together.  I applaud the way that SciGirls has lived out an inclusive, anti-racist mission for many years, and the six strategies have been really effective in promoting girls in STEM at my school.  Our Climate Club (you can find us on YouTube or Twitter @ClimateClubDC or view our website https://sites.google.com/lowellschool.org/clima...) is 90% female.  The girls use infrared cameras to detect energy use and energy waste in our school and in the community, and then they use that information to advocate for changes in energy practices.  They also take the equipment to science festivals in order to teach the public about the connection between energy use and climate.  We would love to support the work of SciGirls directly. Where can I find information about becoming one of your partner schools?