Parent, Teacher, Activist
About a week ago, I worked with several of our Science, Technology, Engineering, and Math (STEM) faculty at ACU to host our third annual STEM for Girls day. Fifty-five middle school girls came to our campus and had an amazing day conducting hands-on activities with university and high school faculty and students. From physics, biology, and biochemistry to industrial design and internet technology, the girls learned, solved problems, and created. The girls got to explore both the new ACU Maker Lab and the university laboratories in the Foster Science Building.
Some of you may be wondering why I’m so passionate about promoting STEM interest in girls, and how that is related to fighting against the sexualization of children.
Sexualized media and marketing campaigns and the gender-stereotyped ideas that go hand in hand with them promote the idea that a girl’s primary worth comes from her appearance, sex appeal, and romantic relationships. Girls need to see a broader version of female worth that focuses on intellect, curiosity, diligence, and discovery. Giving girls access to the STEM fields and role models within them provides them with this different perspective.
Did you know that recent research has shown that males and females are now performing similarly in math? And yet, women continue to be underrepresented in the STEM fields. Why is that? Some researchers have suggested that girls as young as nine are already buying into the implicit stereotype that says that girls aren’t as good at math and other STEM fields. Implicit stereotypes are those that are not necessarily conscious. Rather, these are simple associations that kids make between gender and ability, such as linking math with male. Little girls who tended to do this tended to have lower academic self-concept and achievement and to choose to enroll in fewer courses in those areas linked with boys. The authors of this study say, “Gender stereotypes stressing the incompetence of female students in math appear to have a great impact on women by lowering their performance and interest in math” (Steffens, Jelenec, & Noack, 2010, pg. 947).
This is why products, programs, and marketing campaigns that promote the idea that girls and women are bad at particular skill areas, such as math, are damaging. For example, the “Too pretty to do math” t-shirts (that are still for sale on websites) jokingly put forth the idea that being pretty and female is linked to poor math skills.
Many are tempted to see this as simple, harmless humor. But when girls in elementary school continue to avoid math because they implicitly link it with males, when women who do choose STEM fields and face stereotype threat pay for it with their health and well-being, when there continue to be multiple barriers to women succeeding in STEM fields, there is too much truth to the perception of this statement to make it funny.
Here are some things that adults can do to break the hold that sexualized stereotypes have on girls:
Lindberg, S.M., Hyde, J.S., Petersen, J.L., & Linn, M.C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123-1135.
Steffens, M.C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology, 102, 947-963.