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Graphical Abstract
Abstract
Middle school is a critical time for fostering girls’ interest in science, as it is during these years that girls begin to identify with their strengths and weaknesses and start to decide what kind of person to be (CitationAllen and Eisenhart 2017; CitationCarlone, Johnson, and Scott 2015). As such, these are important years in which to engage and inspire girls around science, technology, engineering, and math, or STEM. However, research demonstrates that middle school is also when girls begin to lose interest and self-efficacy around STEM studies and career paths, and form anti-STEM biases. Unfortunately, girls often carry these negative opinions into high school, at which time they “close the door” on STEM learning and career opportunities.
Author Contributions
Alicia Santiago ([email protected]) is cultural diversity consultant for Twin Cities Public Television.
Kristin Pederson ([email protected]) is senior director, STEM project development and communications, at Twin Cities Public Television in St. Paul, Minnesota.
Rita Karl ([email protected]) is managing director of STEM media and education and executive producer of SciGirls at Twin Cities Public Television in St. Paul, Minnesota.
Additional information
Notes on contributors
Alicia Santiago
Alicia Santiago ([email protected]) is cultural diversity consultant for Twin Cities Public Television.
Kristin Pederson
Kristin Pederson ([email protected]) is senior director, STEM project development and communications, at Twin Cities Public Television in St. Paul, Minnesota.
Rita Karl
Rita Karl ([email protected]) is managing director of STEM media and education and executive producer of SciGirls at Twin Cities Public Television in St. Paul, Minnesota.