How can we address a dire workforce need if students aren't inclined to prepare themselves for careers that are promising, rewarding and lucrative? How can we innovate? How can we draw them to those fields?
I am a senior MIT, a materials engineer, an honors student, and a woman. I also have been told hundreds of times that I don't deserve to be where I am. The idea that there was some sort of quota for women would be repeated to me over and over in the coming months, and it only got worse when I went to MIT.
We've recently seen lots of coverage about the lack of women in tech, from Google's Made with Code initiative that spurred industry giants to share their diversity data, to the recent spate of nonprofits addressing this lack of diversity.
These sold-out limited edition Research Institute Legos have probably found their way to bright and high potential girls whose parents are positive STEM advocates in their education. What about the kids who don't have such strong advocates?
Gender and ethnic diversity is fundamental to American competitiveness -- and without it, the U.S. may never see the full-scale clean energy revolution we so desperately need.
In the same way Title IX completely changed the landscape for girls in sports -- it's time for a full-court press on Girls in STEM -- science, technology, engineering and math. Past myths and stereotypes surrounding girls' participation in sports are still applied to STEM today.
Meet Erin Bagwell: She's the director and creator of Dream Girl, a film that is encouraging girls everywhere to become leaders and realize their entrepreneurial dreams. This documentary is redefining what it means to be a businesswoman.
There are problems with the "hardwired" view, and especially with the two lines of research its adherents rely on to stake their claim of fixed, innate gender differences.
What does a discussion among women engineers sound like in U.S. Southeast? The South is not a region identified as a hub of STEM careers for women, but the massive influx of international manufacturers and their vendors has rapidly changed the landscape.
This new school year, let's resolve to join together to encourage America's girls to reach their full potential in these subjects and support them with concrete programs and initiatives that yield results.
's no secret that girls lag behind boys when it comes to an interest in science, technology, engineering and mathematics (STEM) or that jobs relating to STEM disciplines are the fastest-growing segment of the US economy.
As we celebrate Women's Equality Day today, I ask you to think about how you can inspire a girl in your life to change the world through STEM.
The wake up call is we did not believe we needed to pull out the banner of feminism anymore. We thought we were past that and delighted to join the great game of the working women, business and entrepreneurship.
Rayner answered, "I want to be independent. I want to be able to make my own money. I want to have a nice car to drive. I want to own my own home. I want to be able to travel and do great things." Her mother replied, "If that's what you want, why don't you take an automotive class?"
In April I asked a group of sixth graders from Beaufort Middle School in North Carolina, "Do I look like a scientist to you?" A young boy sitting in the corner of the room loudly answered, "Uh, yeah. Why not?"
There was no reason any child should feel that way, and no reason any child could not participate in robotics. This team inspired me to make robotics accessible to students with differing abilities.