Running head: GIRLS IN STEM PROGRAMS

Girls in STEM Programs

Jessi L. DeTavernier
Waxahachie Global High School

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Table of Contents

Title Page.1
Abstract....3
STEM Programs Improving Women Participation in Engineering.4

Introduction..4
Creating STEM Programs at the Elementary Level4
Figure 1. Interest in Science.....5
PLTWs Gateway Program..5
Project Lead the Ways Journey...............................6
Earlier Introduction Encourages Participation of Girls...7
Conclusion...8
References..10
Appendix A: Engineering Participation 11

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Abstract

Implementing STEM classes in younger classes, such as elementary or junior high, causes a
higher amount of students to pursue STEM fields. When STEM is introduced into a younger age
group, a larger percentage of students will continue onto STEM fields (Van Overscheld, 2013).
The relationship between students age when they are introduced and the amount of students that
advance in STEM is positively correlated (MacPherson, 2013). This increase in students includes
women who have a harder time getting into STEM careers when starting STEM in college (See
Appendix A for more information on women participation in engineering). Project Lead the Way
has had a tremendous impact on increasing the outcome of students enrolled in STEM classes as
well as pursue a related career.

Keywords: STEM, Science, Engineering, Math, Education, Elementary, Women

GIRLS IN STEM PROGRAMS

STEM Programs Improving Women Participation in Engineering

Introduction
To rid the stereotype of white men being the sole contributors toward science, technology,
engineering, and mathematic fields, there needs to be an implemented solution. The core
problem is that young students are not exposed to STEM courses until a point when prejudices
have already been formed (Witt, 2014). STEM, as an integrated topic, is not introduced or taught
in any way until, occasionally, secondary school (MacPherson, 2013). Even more rarely than
that, there are a select few schools in the United States that offer a STEM program for middle
school students. Once the students get to secondary school, they have already developed
prejudices against math and science in the typical classroom setting. Girls also have the mindset
that science, technology, engineering, and mathematics are male courses.
Employing STEM courses or programs in elementary school could make a world of
difference. If the courses that students take in high school result in a greater amount of students
to pursue STEM, then introducing programs in elementary schools will cause the student interest
to grow exponentially (MacPherson, 2013). This early introduction also negates the intimidation
young women face in science, technology, engineering, and mathematics courses. Earlier courses
will provide a higher percentage of students advancing in STEM fields and pursuing STEM
careers. Studies have also shown that students who take Project Lead the Way STEM courses
perform better in their core classes, on state exams, and with problem solving in general
(Gateway, 2014).
Creating STEM Programs at the Elementary Level
Project Lead the Way has begun encouraging elementary schools to take STEM
curriculum on. They have created the program Launch. Launch is a program for kindergarten

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through fifth grade designed to peak the interests of kids before they reach the age where gender
role constraints become an issue (Witt, 2014).
In 2013 PLTW began their Launch program (pltw.org, 2014). Launch is the Kindergarten
through fifth grade STEM program in almost 50 schools in the United States.
Implementing science, technology, engineering, and mathematics programs to be made
available to students at the elementary level will decrease the pressure of learning such
intimidating curriculum in later years (MacPherson, 2013). Additionally, as the bar graph below
shows, the earlier students are introduced to STEM, the more likely they are to pursue STEM
fields.

Figure 1. Interests in Science

PLTWs Gateway Program
Project Lead the Way (PLTW) designed a program specifically for middle school
students. This program was made to introduce them to STEM and project based learning at a
young age to keep them curious and get them ready for the transition from middle school courses

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into high school PLTW courses. This program has been implemented in 50 schools throughout
the United States and should continue to grow (Gateway, 2014).
The Gateway program has had positive effects on the outcome of students pursuing
STEM fields. However, Gateway is designed and imposed on middle school, or junior high,
students. This is an improvement upon introducing students in high school, but still could be
improved. 65 percent of scientists and graduate students in a 2010 study stated that their interest
in science began before middle school (NAFCareerAcads, 2014).
With a stronger foundation in STEM related courses, students are shown to be better
prepared as they advance in later courses (MacPherson, 2013). With STEM courses kids will
learn problem solving, collaborating efficiently and effectively, creativity, and vital skills for
their later courses and eventually the real world (Witt, 2014).
The Gateway program has had positive effects on the outcome of students pursuing
STEM fields. However, Gateway is designed and imposed on junior high students. This is an
improvement upon the high school introduction, but still could be improved. 65 percent of
scientists and graduate students in a 2010 study stated that their interest in science began before
middle school (NAFCareerAcads, 2014).
Project Lead the Ways Journey
Few would argue that we need to improve our students performance in math and
science, both to produce citizens who are STEM-literate and grow the STEM workforce that is
required for future global competitiveness. The math and science competency of elementary
school teachers is clearly a blind elementary school teachers is clearly a blind spot in our
countrys STEM policy. Diana Epsten and Reagan T. Miller said. Project Lead the Way employs

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qualified teachers with set curriculum to choose from, letting the students take control of their
learning with a competent teacher.
PLTW (Project Lead the Way) started out by focusing on high school enrollment in 1997
(PLTW Launch, 2014). They began professionally training their teachers in New York,
introducing professional software such as Autodesk. By 1999, they had aligned their courses to
national standards (PLTW Launch, 2014). The next year, they launched a Gateway Program.
Earlier Introduction Encourages Participation of Girls
In engineering, women are extremely neglected. Women make up almost half of the
United Statess work force, but only 24% of the STEM field (Girls in Engineering, 2013).
Somewhere between middle school and high school, math and science courses are branded as
male courses and girls steer clear of them (Witt, 2014). Studies show that in second grade,
boys and girls show equal interest in the STEM field (Girls in Engineering, 2013). However, by
the eighth grade, the boys interests have already doubled the girls (Witt, 2014). By the time
college comes, 57% more boys graduate with STEM degrees. Of all the women that manage to
get a degree in a STEM field, only 26% of them will get a job that actually utilizes their STEM
knowledge in real world applications. In addition, of those 26%, only one in ten will be a
minority woman (Girls in Engineering, 2014).
The intimidation occurring in girls in high school was made evident in Hilliard Davidson,
a high school in Ohio. When they started a PLTW program, only 8% girls enrolled (Girls in
Engineering, 2013). The very next year, with the same group of students, a Women in
Engineering course was made. This increased the enrollment of the girls in that same class to
24%. The incoming freshman with this option increased the female percentage to 40%. Anytime

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Im in a math class and Im with a bunch of guys I dont feel comfortable answering questions
all the time, says Erin Beaber, a student at Hilliard Davidson.
Women who are introduced in STEM courses when in high school or college are more
likely to pursue STEM fields. However, to reach a critical mass, says WGBH News (2014),
we need to start getting girls interested in STEM at a much younger age in order to cultivate
talent.
Conclusion
Allowing elementary students to engage in Project Lead the Way programs increases
students interest in science, technology, engineering, and mathematics courses. This early
introduction provides a strong foundation to build upon in the years to come and also increases
confidence levels in school. This is why Project Lead the Way, an incredible leader of STEM
courses, has recently started implementing their program in a K-5 setting.
With an earlier introduction to STEM, students are less intimidated by the coursework
once they reach secondary school and post-secondary school levels. Girls in elementary and
middle school are also beneficiaries because they are not yet subjected to the gender roles and
social constraints that high school students are.
Students are taking STEM courses head-on with an encouraged creativity. They carry this
with them, along with their interest in STEM. The students that have a long-term relationship
with STEM programs are more likely to go into STEM fields and pursue relevant careers (Witt,
2014). Additionally, more girls will likely be involved in the STEM fields because of the
introduction without gender roles. Adrianna Witt says, in her article, The Next Big Thing? It
could be made by a girl (2014).

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References

n.a. (2014, January 1). Project Lead The Way and Utah schools: Transforming classrooms into
hives of industry. Retrieved from https://www.pltw.org/news/items/201409-project-leadway-and-utah-schools-transforming-classrooms-hives-industry
MacPherson, E. (2013). Early STEM education: Expert advice on effective STEM education for
elementary school teachers. We are Teachers. Retrieved from http://www.weareteachers.
com/hot-topics/special-reports/stem-for-elementary-school
Project Lead the Way. (2014). Gateway [Video file]. Retrieved from https://www.youtube.
com/watch?v=qQq6Fu8VK3A
Project Lead the Way. (2013). Girls in Engineering [Video file]. Retrieved from https://www.
pltw.org/our-programs/experience-pltw/girls-engineering
Project Lead the Way. (2013). PLTW launch: Amazing discoveries start here [Video file].
Retrieved from https://www.youtube.com/watch?v=jEiBf33RM3s
NAFCareerAcads (2014). Project Lead the Way- A K-12 STEM program of study. Retrieved
from lecture notes online website: http://www.slideshare.net/NAFcareerAcads/project
lead-the-way-a-k12-stem-programs-of-study
Tai, R.H. (2012, November). An examination of the research literature on Project Lead the Way
[PDF document]. Retrieved from https://www.pltw.org/sites/default/files/PLTW%20DR
Van Overscheld, James P. (2013) Project Lead the Way students more prepared for higher
education. American Journal of Engineering Education, 4(1) [PDF document]. Retrieved
from http://www.naleo.org/institutes/NELI_Washington_2014/additional%20Resources

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Witt, A. (2014, February 20). Who says we need more girls in engineering? Uh engineers.
AAUW. Retrieved from http://www.aauw.org/2014/02/20/engineers-on-girls-in-stem/

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Appendix A: Engineering Participation