A popular adage holds that it takes a village to raise a child. What, then, can a village do to interest children -- particularly girls, who are so underrepresented in STEM fields -- in Science, Technology, Engineering and Math?
With summer coming to an end, and back to school season fast approaching, now is the time for STEM educators, advocates and funders to champion the vital role that summer learning programs play in our efforts to improve year-round STEM education in California.
One of the most important decisions we ever make is what we are going to grow up to be. Astronaut or the Lone Ranger score high when we are in kindergarten, but by high school, many of us are completely clueless as to what we want to do for the rest of our lives.
There's an utter lack of infrastructure in homes and schools that live side-by-side to some of the most sophisticated and tech-fluent corporations and startups -- preventing civic engagement and technological fluency among Silicon Valley's youth.
How can anyone make claims that are so estranged from reality? Many of the people who mouth this talking point have apparently never even looked at the standards, much less evaluated their rigor. Those who do know about the standards are simply muddling the issue.
We have been around a long time and the field is very competitive. Years of advocacy can create a kind of fatigue around the issue. Schools and families, especially in disadvantaged neighborhoods, are more challenged than ever to engage.
Most people would look at my interests in science and poetry and think that they represent the ultimate dichotomy of thought. On the contrary, the skills you need as a scientist and a poet are very similar.
I was almost a casualty of the "leaky pipeline" for girls in STEM. My concepts of femininity and being accepted by my peers temporarily interfered with my self-esteem and my grades. Thirty years later, these threats still exist for young women, and they need our help to stay on track.
When I read an article about how a teacher used a chemistry cook-off to engage her students in the study of physical and chemical change and unit conversions, I immediately decided to bring a chemistry cook-off into an elective I was planning to teach.
A good job and top salary out of college, we all agree, would be wonderful. More important by far, is what our college graduates do beyond the starting line to build a rewarding life, create a fulfilling career and serve their communities.
As a first year teacher a parent accused me of favoring girls over boys in my earth science course. In my defense, I explained I was working with boys and girls equally (50/50) and that perhaps this was the first time her son had experienced equity.
Schools have a standardized system and protocols in place for every aspect of student learning -- except one. Schools have no system at all in place to teach students how to bring about change in the world.