The Experience of Being a Girl in STEAM Classes

| Fremont, California

Girls in a lab

Science, Technology, Engineering, Arts, and Mathematics classes form educational pathways for innovative skills, creative abilities, and advanced problem solving work. However, obstacles faced by girls despite having the same ability as boys in schools hinder their active participation in classes and the building of self confidence. It is on this note that policy makers and educators must work out strategies of ensuring inclusive learning environments (UNESCO, 2017).

The gender gaps in STEAM fields are not a newly developed phenomenon. Research shows that by age six, many girls began associating brilliance more strongly with boys, influencing their confidence and academic interests in technical subjects (Smithsonian Magazine, 2017). The initial stereotypes which students have during their elementary schooling continue to affect their participation, as well as their self image, until they reach middle and high school, or possibly even longer. 

Classroom participation is critical in learning outcomes as it determines how students achieve their educational goals. Girls may hesitate to contribute when they need to speak during discussions or solve problems with groups in competitive situations. However, this hesitation does not indicate a lack of ability. Studies show that female students who study in collaborative classroom environments experience a sense of belonging and therefore end up being more engaged and continue with their studies further (Edutopia, 2016). Supportive learning environments have been helpful in enabling students to reverse their initial doubts regarding learning through active involvement. 

Confidence is another essential element in the STEAM learning experience. Many girls report feeling imposter syndrome in their STEAM activities, meaning that they doubt that they have the competence required despite performing well academically. Students who experience these doubts tend to avoid advanced courses and show a decreased interest in STEAM careers (Dasgupta and Stout, 2014). People who want to overcome their negative emotions need to show their growth through sustained effort and building strong relationships with others while receiving honest performance evaluations to reinforce a sense of belonging. 

The way people represent themselves affects their drive to achieve work related goals. Students develop a better understanding of STEAM fields based on their contact with other female scientists, engineers, and innovators. Research demonstrates that female role models who are visible to girls will increase their interest in STEAM careers while improving their academic results and dedication when studying within these fields (Forbes, 2022). Representation creates supportive learning environments which enable students to work together and develop their self confidence through shared learning experiences. 

Beyond the classroom, extracurricular programs provide students with additional support. Through student participation in STEAM clubs, competitions, and research activities, a lasting commitment is shown towards these professions which helps them sustain the interest they have developed over time. (U.S. Department of Education, 2020). These activities enable students to practice their abilities while being able to test their leadership skills because they do not feel the pressure of graded work. 

Despite ongoing challenges, progress still continues. International assessments show that girls match or exceed boys’ performance in various scientific and mathematical tests which prove that STEAM gender differences come from more than just natural ability (OECD, 2019). Social expectations and class environment both have important functions in determining how people proceed through their educational journey. 

To address these gaps educational institutions must create strategies that promote inclusion. Educational systems require collaborative learning structures with a diverse curriculum to create an environment that supports student engagement and fosters a sense of belonging. With these changes students will be able to share their knowledge while they develop the ability to consider various perspectives, creating a better classroom environment that promotes innovation. 

Ultimately, the experience of being a girl in STEAM classes presents both challenges and opportunities to succeed. Students who receive proper representation and mentorship can break through existing stereotypes while building their confidence to research their desired goals. STEAM education demonstrates its complete capacity to teach students who possess curiosity, creative skills, and innovation abilities through the development of more inclusive classroom environments. 

Works Cited

Dasgupta, Nilanjana, and Jane G. Stout. “Girls and Women in Science, Technology, Engineering, and Mathematics.” Policy Insights from the Behavioral and Brain Sciences, vol. 1, no. 1, Oct. 2014, pp. 21–29, https://doi.org/10.1177/2372732214549471. 

Ellevate. “Why Female Role Models Matter.” Forbes, 12 Mar. 2016, www.forbes.com/sites/ellevate/2016/03/12/why-female-role-models-matter/.

“New UNESCO Report Sheds Light on Gender Inequality in STEM Education | UNESCO.” Www.unesco.org, 31 Aug. 2017, www.unesco.org/en/articles/new-unesco-report-sheds-light-gender-inequality-stem-education. 

OECD. “PISA 2018 Results (Volume I).” OECD, 3 Dec. 2019, www.oecd.org/en/publications/2019/12/pisa-2018-results-volume-i_947e3529.html. 

Panko, Ben. “By Age Six, Girls Have Already Stopped Thinking of Their Gender as “Brilliant.”” Smithsonian Magazine, 27 Jan. 2017, www.smithsonianmag.com/science-nature/age-six-girls-have-already-stopped-thinking-their-gender-brilliant-180961959. 

Terada, Youki. “How Hidden Classroom Dynamics Can Stymie Girls in STEM.” Edutopia, 14 May 2021, www.edutopia.org/article/how-hidden-classroom-dynamics-can-stymie-girls-stem/.

“YOU Belong in STEM.” U.S. Department of Education, 2024, www.ed.gov/about/initiatives/you-belong-stem.