Bias in Gifted Identification and Education: Gifted Girls in STEM

Welcome to Vanguard Gifted Academy’s educational blog. This is our fourth article in the series, Bias in Gifted Identification and Education. I am Elizabeth Blaetz, founder and head of school at Vanguard Gifted Academy. Today we’re taking a closer look at gifted girls in STEM.

There has been a lot of discussion about the lack of women in fields of science, technology, engineering and mathematics. It is notable that girls who are achieving at the highest levels in the academic domains leading to these careers, often choose other options as they select what they want to do.

Negative stereotypes limit gifted girls’ interest in STEM careers

What is limiting their interest in this field? Let’s think about the negative stereotypes that inundate gifted girls' perceptions of these fields from a very young age. Engineers are socially awkward men who dress poorly. Scientists are men who work long hours alone in labs to achieve personal goals or their passions. Computer programmers are men who work in basements making video games and eating junk food. Mathematicians, we’re not really sure what they do, but a lot of them end up doing accounting and data analysis, sitting alone at their desks with a calculator. Compare these negative stereotypes with the common attributes of gifted girls. Gifted girls are sensitive to issues in their world. They’re creative, often finding connections between different domains. Their ideas more often include the arts. They are collaborative by nature, cherishing verbal discourse and problem solving. And most importantly, they desire a sense of social belonging. These negative stereotypes are extended in the traditional model of teaching math and science. When teachers call on the first hand that is raised when the loudest voice gets recognition, and the assessments are rooted in knowledge of information rather than conceptual application, gifted girls are notorious for stepping back, rather than stepping up. This model of education was created for survival in a man’s world of yesteryear professionals, once again creating a negative stereotype. Unfortunately, traditional education continues to promote competitive attributes in the classroom, which diminish self-confidence, creativity and a sense of belonging for gifted girls. Remember, these are negative stereotypes about STEM careers, and over-generalizations about gifted girls. But when expressed in this way, there is no mystery why gifted girls whose strengths are in the STEM domain opt for other career paths.

How STEM can positively influence gifted girls’ career paths

So how do we change the negative stereotypes and false perceptions that are preventing gifted girls from pursuing STEM fields? One way is by offering authentic education that models the STEM fields in today’s workplace. At Vanguard, we do this through our STREAM Program. Unlike many school programs that have a STEM class once or twice a week, starting in middle school, STREAM is every day, all afternoon, starting at kindergarten. During this time, everyone works collaboratively in a variety of groups to develop solutions to problems. Students uncover that problem-solving requires more than applications of science, technology, engineering and math. It also includes reading and research and the arts. Already you can see why this learning model is more attractive to gifted girls. Because the domain-based skills are applied to solving problems collaboratively, not competitively, and applying different concepts from across the domains, rather than only doing math at math time.

Real world problem-solving benefits from STEM

You may be asking, what real life problems can children solve? Let me give you a recent example. Our students wanted to play games at community time that included throwing items at each other. The problem was although they chose objects that seemed to be appropriate, people were getting hurt. So the problem they needed to solve was, what could they create to throw at each other in games that would not to hurt anyone?

Using the design process, they brainstormed ideas, and they divided into groups to create, and test and retest and revise the product, improving its function and appearance, and then they shared results. As a whole group, the students evaluated the strengths and issues with each prototype, and determined the best product. Next, they went to work making enough soft projectiles to play the desired games. Success was achieved when after playing a chosen game with their soft projectiles, a good time was had by all and no one was hurt.

How Vanguard’s unique STREAM model influences gifted girls

I can hear some of you asking, where’s the STREAM in that project? So let me point it out to you. Research – what caused the items that they thought would be good items to play with to hurt other people? Science – they use scientific testing methods, assuring to only change one data point at a time. They used physics to assure that the product was able to have enough weight to toss but not enough weight to hurt each other. They used math to determine the best size and shape of the object, and they used data to support their decision-making. Engineering – what materials should be used to produce this product, and how could they assure that it would be sturdy enough to last. Quality control is also in there as they produced their product. Art – design selecting attractive outer materials that offered a variety of uses. For example, they chose different colors in order to do different groupings, while using the projectiles. They talked about tapes and fabrics and which ones went together and what caught people’s eye. Because bright colors might make it easier for another child to avoid being hit.

STEM and STREAM help gifted girls gain confidence

As gifted girls are involved in STREAM, they also uncover some important things about themselves. They realize they have valuable ideas to contribute that others have never even thought of. They find a sense of how to belong in a variety of groups because they learn to find a way to see how they can contribute to the success of each group they’re in. They realize the value of being a support role at some times and at other times they learned that they have the needed skills to take the lead. Soon they are stepping up and showing their true abilities rather than stepping back to avoid the risks inherent in the traditional classroom model. In STREAM, gifted girls are finding that the negative stereotypes of STEM careers are not true. There are opportunities in math, science, technology and engineering that they might want to pursue. 

Thank you for continuing to read our series on Bias and Gifted Education. We hope that Vanguard Gifted Academy’s educational blog will continue to be a valuable resource for you. To learn more about this topic, check out our previous blog about the role of parents as they nurture their gifted daughters or call Vanguard at (224) 213-0087 – we love hearing from you!