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letra de could changing the narrative (finally) give girls a voice in stem? - dj aresh

could changing the narrative (finally) give girls a voice in stem?

a teenage mary godwin bears a novel that would cement her position in history as the mother of science fiction on a dark and stormy night in may 1816
the storey unfolds for mary on a journey to lake geneva in the village of cologny, where she and her companions want to spend the summer. mary’s partner, poet percy sh-lley, as well as poet lord byron and his personal physician john polidori, are among others in the group. the foul weathеr forces them indoors, wherе they converse, read ghost stories late into the night, and debate scientific hypotheses, particularly galvanism – tests with electricity that might cause the legs of dead frogs to move. on one particular night, lord byron suggests a competition to see who can create the finest ghost storey

mary describes experiencing a vivid nightmare when suffering from writer’s block and unable to sleep: “i saw the pale student of unhallowed arts kneeling beside the thing he had put together.” i saw a horrific phantasm of a man stretched out, then show symptoms of life and stir with an uneasy half-vital motion on the working of some strong engine.” mary crafts a storey with little writing experience that combines her macabre obsession with life and death with scientific theories and the ethics of re-animation

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frankenstein; or, the modern prometheus is published anonymously in 1818, with her name appearing later in the 1823 version. unbeknownst to her (and most of the world), mary wollstonecraft sh-lley invents science fiction when she is just 18 years old

is it true that there is no a in stem?

even though mary sh-lley was a trailblazer in integrating art and science (and a woman at that! ), there is still an inherent belief that tale does not belong in science. “narrative is not given its due in our scientific world because it is not reducible to mathematics,” explains professor roald hoffmann. nonetheless, some people are attempting to carry on what mary sh-lley started over 200 years ago

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programs such as the stem to steam initiative, which is attempting to integrate the arts and sciences (the added a stands for arts), and the next generation science standards — which helps students think more critically about the interconnectedness of the many branches of science and the world as a whole — are attempting to foster the intricate nature of the humanities and the sciences for b

the statistics do not support the idea that girls are innately stronger in english/language arts and social studies than in math and science. [cl!ck here to tweet]
lev fruchter, a computer science teacher at nyc nest+m, a public k-12 school in new york city, has had great success using literature to teach math, calling it a “great way to make science, technology, engineering, and math ideas accessible and concrete to learners who might not think those kinds of technical studies are for them.” in his math courses, he actively incorporates writings like ursula k. le guin, madeleine l’engle, octavia butler, and frank stockton, which he describes as a “live literary experience in which the tale itself is expressing the principles.”

while the debate over science narrative is undeniably significant, it has long been referred to be a “female problem.” many research on female stem partic-p-tion find that girls are more interested in liberal arts and pursue them because stem isn’t “creative” enough. would similar research of boys reveal that they study stem because they are uninterested in creativity, or because they are and believe that stem can truly have creative qualities?

for example, mary kenny argues that the reason girls aren’t interested in stem is that it is too focused on facts and figures and not enough on human effect and creativity. however, generalisations like this do nothing to disrupt the established quo. the statistics do not support the idea that girls are innately stronger in english/language arts and social studies than in math and science. high school girls and boys score equally well in math and science, according to the american association of university women. in direct contrast to kenny’s comments, a girl scout research institute study, generation stem, discovered that of the girls who expressed interest in stem, 92 percent wanted to make a difference in the world and 76 percent wanted to perform employment that required creativity (compared to 82 percent and 76 percent of girls not interested in stem)

another microsoft study discovered that girls and young women in the united states are discouraged from pursuing stem occupations from an early age, frequently due to myths and prejudices about stem that make those careers appear to be an unnatural fit. only 37% of the girls thought stem occupations might be creative or beneficial to the world

changing the story

as beneficial as the interweaving of storey and science is in making stem more accessible, there is a fine line between believing that girls aren’t interested in stem because of a lack of storey and believing that girls aren’t interested in stem because of a systemic lack of girls and women in the storey

while some may associate stem with facts, numbers, and cold data, dr raych-lle burks, an -n-lytical chemist and postdoctoral research associate at doane college, flips the stereotype, claiming that “science is about facts and people,” and that even if girls preferred the “human factor,” “women would certainly be drawn to science.”

there is a narrow line between believing that girls aren’t interested in stem due to a lack of storey and believing that girls aren’t interested in stem due to a systemic lack of girls and women in the storey. [cl!ck here to tweet]

we all have a plethora of identities and interests. girls are no exception. there is no law that says a female who enjoys painting or writing can’t also enjoy chemistry, or that a girl who defines as artistic can’t also enjoy math. it is our responsibility as educators, parents, leaders, and others to empower them rather than box them in. yet, time and again, we fail. do females love stem and we just tell them they don’t, employing age-old essentialism to divert the conversation away from what really matters? why do so many girls believe the notion that stem occupations are uncreative and low-impact? what exactly is going wrong?

“gender-based socialisation, and messages [like kenny’s] that tell females that science is an abnormal thing for them to undertake, are highly ubiquitous in our culture,” says dr. katherine (katie) mack, a theoretical astrophysicist at melbourne university. if you want to talk about the differences between men’s and women’s brains, first remove all stereotypes, discrimination (subtle or explicit), biassed parental expectations, media messages, teacher pressure, and long-standing gender-based cultural norms, and then tell me about any differences you find, if any.”

you can’t be what you can’t read, can you?

females are notoriously underrepresented in literature as a whole. in “gender in twentieth-century children’s books,” a 2011 study published in gender & society, researchers discovered that males are central characters in 57 percent of children’s books published in the united states during the twentieth century, with female central characters appearing in only 31 percent. according to the survey, male animals are prominent protagonists in 23% of books published each year, while female animals are included in only 7.5 percent of books

- dj aresh

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