stem-education

Girls in the first few years of elementary school are less likely than boys to say that their own gender is “really, really smart,” and less likely to opt into a game described as being for super-smart kids, research finds.

The study, which appears Thursday in Science, comes amid a push to figure out why women are underrepresented in science, technology, engineering and mathematics, or STEM, fields. One line of research involves stereotypes, and how they might influence academic and career choices.

Andrei Cimpian, a professor of psychology at New York University and an author of the study, says his lab’s previous work showed that women were particularly underrepresented in both STEM and humanities fields whose members thought you needed to be brilliant — that is, to have innate talent — to succeed.

“You might think these stereotypes start in college, but we know from a lot of developmental work that children are incredibly attuned to social signals,” Cimpian says. So they decided to look at kids from ages 5 to 7, the period during which stereotypes seem to start to take hold.

Young Girls Are Less Apt To Think That Women Are Really, Really Smart

Photo: Marc Romanelli/Getty Images/Blend Images

Ellen Swallow Richards (1842-1911) was an industrial and environmental chemist who laid the foundations for the discipline of home economics during the nineteenth century. She advocated the application of science to the home, and was the first to apply chemistry to the study of nutrition.

In 1870, she became the first woman ever admitted to the Massachusetts Institute of Technology, and in fact to any school of science and technology in the United States. She later went on to become the first female instructor at the institute. She argued extensively for the rights of women to higher education, and was one of the founders of the American Association of University Women.

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Clearing and staining, or diaphonization, is a process used by vertebrate biologists when seeking to visualize a particular animal’s skeletal system. Some steps include submerging the specimen in containers of digestive enzymes to render their organs translucent, while other steps involve immersing the animal in alizarin red dye, which adheres to calcium in their bones and stains them red, and alcian blue dye, which reacts with the cartilage of their joints. The results manage to be useful for studying biomechanical function and skeletal morphology, as well as appear stunningly beautiful. 

Learn more of this process by watching our latest episode: Clearing and Staining Fishes

Here’s a cute memory from summer when I visited the Glaumbær museum in Iceland. All of these fantastic women, except for me, are currently working towards a PhD! From left there’s Luoth, who researches how microbial life can survive in extremely cold habitats, me (getting a BSc in Physics next semester), then Candice, who models Martian geochemistry from the Curiosity rover data, and finally Victoria with Martian hydrological cycles as her specialty. We’re in different fields, different countries, but Mars connects us.

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Meet The Woman Who Helped Hundreds Succeed In STEM
Recent studies show that diverse groups of scientists may be more successful in problem solving than homogenous groups. It’s troubling, then, that only 8 percent of STEM (science, technology, engineering, and mathematics) professors come from underrepresented minority groups. Sixteen years ago, in an effort to broaden the pool of academic leaders in the STEM fields, one entry-level administrator started small.
SVP Research: The Results

It’s what you’ve all been waiting for! The results of all those damn surveys we made you take this summer! 

This is the first part of my three part series on my experience from SVP - what we presented at the conference. The second part will be what I learned - at the very least, the things I can tell you about (there were a lot of embargoed talks, what can I say). The third part will be about my experience in general.

So! What did we find out from those surveys? Well what we did find out, people at the conference got very excited about.

(Even though this is under a readmore, please reblog!)

Keep reading

I get so many messages where people tell me they want to pursue science, but they aren’t good at math & it makes me really sad. Math is a skill, and it just needs to be worked at. Bad teachers make it hard, but with extra resources and extra practice you can do. Feeling “bad” at math is often caused by low self-confidence early on, and can stick through life. Math is difficult, but its also beautiful and extremely useful. 

Anyone who feel like they are too bad at math to pursue their dreams, please message me and I will send you all the love and support you need. I can even help with math problems. Just don’t give up. 

Petition to stop training girls to think maths is hard

omg I’m so angry about this I think I’m gonna make it my life’s mission.

Stop teaching girls that drama lessons are fun and exciting but that maths is hard or boring or scary.

Stop teaching girls that you have to be super clever to do maths.

Stop enforcing the mindset that makes girls think that people who enjoy maths are ‘geeks’; stop enforcing the mindset that people who enjoy maths are weird or different or should be excluded or bullied.

Stop enforcing the mindset that makes girls embarrassed to admit they enjoy maths.

Stop selling t-shirts with crappy anti-maths slogans; stop making jokes on tv and in films that normalize girls being bad at maths.

Stop making it so ok to not like maths that girls think it’s ok not to even try to understand it.

Stop permitting the mindset that you’re never gonna use maths in real life, because it’s inexcusable.


Teach girls that maths is easy.

Show girls what maths is used for.

Show girls all the incredible things that people, and that women, have used maths for.

Show girls how to use maths to make your life easier, cheaper, better, to get a better job and a better career, to get a higher salary.

Show girls how maths is useful no matter what your career is, whether you work in science or marketing or product design or dressmaking or in a shop.

Teach girls that maths is logic, that it’s instructions. That it never changes, that it’s just simple rules that you follow.

Teach girls that maths is easy, because training them that its hard from infancy will create a block in their mind and stop them from ever being able to enjoy it.

Maths is fucking awesome, and everybody should know that.

Training girls that it’s hard is criminal.

Maybe it makes me an elitist or whatever but I really don’t like the inclusion of Art in STEM (STEAM as it were) because while I think art is as valid as STEM I think they are very different fields that have different approaches/issues/values/needs and to lump them together uncritically is reductive and not particularly useful

This is not a value judgement of art vs science or whatever, because I do think that scientists should place more value in art and that artists should be more proficient in science (I think everyone should be more proficient in science and art), but the needs of the fields are different and let’s not pretend that they aren’t.

This is not to say that they can’t interact with and inform each other, nor that there is a strict dichotomy, but they are different and should not be grouped together as a matter of course.

Different fields are different and should be treated as such and that’s okay