How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

Abstract

Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, we explore two explanations for this puzzling phenomenon. Specifically, we argue that exposure to (1) negative stereotypes about women's intellectual abilities and (2) stereotypes about scientists as "nerdy," eccentric loners may undermine gifted girls' confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and-ultimately-their interest. We also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

Effective measures to foster girls’ interest in secondary computer science education

“…As for the target group, variations can be identified between lower secondary education (i.e., middle school, pre-high school, typically age 11-15) and upper secondary education (i.e., high-school, pre-college, typically age 16-19). Many of the interventions designed for lower-secondary populations aim to increase girls' initial interest in computing (Main and Schimpf 2017;Boston and Cimpian 2018;García-Peñalvo et al 2016;Nash 2017). At the upper-secondary level, many of the interventions are designed to increase computing-related knowledge and confidence (Main and Schimpf 2017;Gürer and Camp 2002;Siiman et al 2014;Milam 2012;Menon et al 2019;Brotman and Moore 2008;Murphy et al 2019;Crick 2017).…”

“…To overcome the practicality burden, segregation-by-experience could serve the purpose in classes where segregation-by-gender is not practically feasible. Existing research suggests that the learning environment and the signals girls receive in the classroom play a critical role in determining their interest in computing (Boston and Cimpian 2018). The strategies to make the environment less hostile for girls are of enormous impact.…”

“…According to the examined literature, educators need to work to diminish the usual informal hierarchy and defensive climate based on computing skills, which may take place in CS education (Main and Schimpf 2017), and need to install a growth mind-set (Rec.5.2.) (Boston and Cimpian 2018), where everyone can genuinely believe that they can improve, having a positive and constructive attitude toward failure (Rec.5.3.) (Boston and Cimpian 2018), with the failure being seen as an opportunity to improve.…”

“…(Boston and Cimpian 2018; Nash 2017) for girls to succeed in solving the classroom tasks and see themselves as contributors to the solution. This could be achieved e.g., by creating more opportunities for discussion and presentation of solution design, making these skills (which are also seen as crucial for success in computing career) an integral part of the feeling of success in computing (Boston and Cimpian 2018) . It seams that if the competences in which girls tend to excel become part of the CS education design, we can stimulate and facilitate the identification of girls with computing even for girls who might be stronger in other skills than which we stereotypically link to computing.…”

“…Hence they tend to be attracted to computing once they understand it as a tool impacting their potential academic achievements in all disciplines as a way to test hypotheses and a resource of new knowledge (Siiman et al 2014). Attempts should be made to help girls understand these benefits of computing early, showing them computing as a facilitator towards their goals and activities that are naturally appealing to them (Main and Schimpf 2017;Siiman et al 2014;Boston and Cimpian 2018;Milam 2012). With this, the educators can even start offline (Rec.3.2.)…”