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Graphical Abstract
Abstract
Girls start off strong in math and science, participating and achieving at similar rates as boys, but lose interest and confidence in their skills as they grow older. Although equally capable, girls’ interest and confidence in science, technology, engineering, and mathematics (STEM) begins to decrease in middle school when they are developing their identities and starting to figure out who they are (CitationHill, Corbett, and St. Rose 2010; CitationCarlone, Johnson, and Scott 2015). Even when there is interest and confidence, these are not always strong enough to motivate girls to pursue STEM courses and ultimately careers (CitationModi, Judy, and Salmond 2012). It is imperative to provide better support and opportunities to reverse this trend and prepare our girls for the jobs of the future.
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Author Contributions
Karen Peterson ([email protected]) is the founder and chief executive officer at National Girls Collaborative Project in Seattle, Washington.
Additional information
Notes on contributors
Karen Peterson
Karen Peterson ([email protected]) is the founder and chief executive officer at National Girls Collaborative Project in Seattle, Washington.