Girls begin their K-12 years with the same potential as boys, but the potential in girls is often dimmed by the time they become teens. By the end of high school, the number of female students in the subjects of science, technology, engineering and math (STEM) dwindles substantially. This doesn't need to be the case. We need to build girls' confidence early on to show them that setbacks needn't keep them from pursuing the subjects that they are passionate about.
Girls make determinations about their math and science aptitude as early as the second and third grades, according to “Math-Gender Stereotypes in Elementary School Children,” a research paper published in ScienceDaily. By their teens, girls may lack the confidence to push forward in math and science. Worse, parents and teachers often discourage these girls by redirecting them to language-based subjects, consciously and subconsciously. Without a mentor who can guide them into science, technology, engineering and math, girls do not have someone to look up to for leadership and support while pursuing these STEM subjects.
At the university level, girls who had been among the top performers in high school, and who were used to excellent grades, often feel devastated at getting a C in STEM subjects. I myself did poorly in some math classes, but my father had the prudence to find someone to tutor me in mathematics, which helped me work past my sense of failure. He wouldn't let my temporary disappointment decide my future.
While young men tend to bounce back from receiving lower grades at the university level, women tend to internalize them, and they're quick to decide that their failure must be indicative of something innate rather than a setback that can be overcome. Many of these girls conclude that they are not smart enough to continue their education and subsequent career in STEM. This results in fewer and fewer women represented in STEM industries. On top of that, chances are that many girls have never met a woman in technology and engineering positions.
We are failing our girls when they wrongly perceive boys to be better at math, science, computers, and technology. Learning differently doesn’t mean that children’s potential is gender-assigned. Entrepreneurial skills are about possibilities, not limitations. What if girls learned entrepreneurial skills long before college? Could girls as young as pre-K be taught to approach learning and life with an entrepreneurial mindset? One of courage, resilience and risk-tolerance?
I'd love to hear from you about how you have dealt with setbacks, and how you encourage the girls in your life to move beyond disappointment—especially regarding grades—so that they can continue to challenge themselves. Share your stories in the comments!
