Strengthening the STEM Pipeline for Women: An Interdisciplinary Model for Improving Math Identity

Abstract

Drawing on a social identity framework of mathematical development, the authors present a model, Improving Girls' Math Identity (IGMI), designed to address two key “leaks” in the female STEM pipeline: undergraduate and middle school. IGMI involves a supportive professional development network for undergraduate women preparing to transition into mathematics-related careers, and a mentorship program connecting middle school girls with these undergraduates to develop metacognition, problem-solving, and spatial skills. Preliminary evidence demonstrates that the model successfully strengthens undergraduates' problem-solving abilities, improves resilience and persistence in pursuing STEM fields, and increases investment in supporting future cohorts of women in mathematics and science.

Keywords:

• Gender
• STEM pipeline
• problem-based learning
• metacognition
• spatial reasoning

ACKNOWLEDGMENTS

Authors are listed in alphabetical order. All authors contributed equally.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Notes

1 Recruitment materials make it clear that girls and gender nonconforming or nonbinary middle schoolers are welcome to participate in GEM. Workshop facilitators use age-appropriate techniques for including non-binary middle schoolers by having all participants introduce themselves by name as well as pronouns. Undergraduate students of any gender are encouraged to join the program. Because of the research on the importance of visible same-gender role models, it is recommended to place female undergraduate students in the mentor role. The other key support roles that male undergraduate students can have include workshop planning, administrative support, communication with parents/guardians, and data collection and analysis (see Appendices).

2 Team leaders partner with the local school district to promote GEM workshops. All promotional materials encourage students to attend regardless of their current grade in mathematics and invite students who are uncertain about mathematics, excited by mathematics, or interested in building mathematical confidence to apply. A short application asks students brief questions and invites students to apply even if they are unable to attend all workshops in a given series.

Additional information

Funding

The authors wish to acknowledge funding from the Duke University Bass Connections program, the Duke University Department of Mathematics, the Duke University Department of Mechanical Engineering and Materials Science, and the MAA Tensor Women and Mathematics grant.

Notes on contributors

V. Akin

V. Akin earned her doctorate in mathematics from the University of Chicago. Throughout her career, she has enjoyed mathematics outreach, particularly with middle school students.

S. T. Santillan

S. T. Santillan earned degrees in Mathematics and Mechanical Engineering from Duke University. She has worked as an instructor in both fields at the high school and university level.

L. Valentino

L. Valentino earned her doctorate in Sociology from Duke University, where she studied social inequality, including the underrepresentation of women in STEM. She is currently an assistant professor of sociology at The Ohio State University, where she focuses on issues related to race, class, gender, and their intersections.