International Day of Women & Girls in Science: Redefining STEM by Closing the Gender Gap

In light of the International Day of Women and Girls in Science today, we spoke to our Chair of Sciences, Christina John, about this year’s theme, “From vision to impact: Redefining STEM by closing the gender gap”. We discussed envisioning a future without a gender gap in science, and how Marymount is making that future a reality.

Through her ongoing research, informed in collaboration with Marymount students, Christina focuses on middle adolescent girls’ self-concepts in chemistry, researching how students perceive the subject and themselves in relation to it.

She found that various factors correlated with positive self-concepts in chemistry, including a collaborative classroom environment, supportive teacher-student relationships, a sense of classroom belonging, and familial role models. A key insight from her research was the reciprocal relationship that exists between chemistry self-concepts and academic performance. Here, motivation and confidence succeeded action that improved performance. Yet, in order to improve performance, action should be taken in a context conducive towards women pursuing STEM. Here are just some of the ways we facilitate that context at Marymount London:

All-Girls Environment

An all-girls environment provides the factors necessary for positive self-concepts. The International Coalition of Girls’ Schools found that girls’ school graduates are six times more likely to consider majoring in STEM subjects, compared to girls who attend co-educational schools. Students attending girls’ schools experience higher levels of support from their classmates and teachers than their peers at coeducational schools, thereby fostering a collaborative classroom environment, supportive teacher-student relationships, and a sense of classroom belonging. In relation to the idea that academic performance increases the pursuit of science, more than 80% of girls’ school graduates consider their academic performance highly successful. Ultimately, girls are empowered to pursue their interests in a no-pressure, neutral environment.

Extracurricular Activities

It is so important for students to pursue science in a neutral environment, where they can explore which aspects of science particularly interest them. Beyond teaching, extracurricular activities allow our students to build confidence and belonging. Some of the events and competitions we get involved with at Marymount are:

• Dedicated Science Days, Weeks and Months (International Day of Women & Girls in Science, Science Week, and Chemistry Month at Marymount)
• Public Speaking in Science (Grade 12 Poster Presentations)
• Competitions throughout the School Year (Biology, Physics and Chemistry Olympiads, Cambridge Chemistry Challenge, and the National Scientific Thinking Challenge)
• Clubs (MAARS Club, Lego Club, Medical Society, and Chemistry Club)

When students are provided the space to enjoy science beyond the pressure of exams, true passion emerges.

IUPAC Global Women’s Breakfast

Besides extracurriculars, the International Baccalaureate (IB) framework naturally lends itself to closing the gender gap. Inquiry-based learning allows for multiple ways to demonstrate scientific competence. The IB learner profile encourages inquiry, risk-taking and open-mindedness – traits essential to science and scientific discovery.

At Marymount, science is incorporated throughout the IB program, not just in dedicated science subjects. For example, during service learning, part of our Middle Years Program (MYP), Grade 6 and Grade 9 students can choose to focus on science-based service activities. This year, our Grade 9 students have chosen to focus on solving real-life environmental problems. Through collecting raw data on soil, air, wind and light, students have gathered information about Marymount’s local environment, and their findings will be used to aid our gardener. One group even submitted their data to the Climate Detective Competition run jointly by the European Space Agency (ESA) and the European Space Education Resource Office (ESERO).

Positive Role Models

In an effort to model and foster belonging, we actively present role models in STEM for our students. Whether that be through teachers such as Christina, who are well-accomplished in the realm of science and academia, or alumnae speakers working in scientific fields, we aim to present to our students the wide range of career opportunities available. We also encourage role models through the intermingling of students in different year groups, where they come together to inspire and guide each other. This week, we hosted an IUPAC Global Women’s Breakfast with the theme “Many Voices, One Science” with students from Grades 10 to 12 – providing them an opportunity to share their voices and opinions in a safe and welcoming environment.

Next month, Christina will be presenting at the “New Perspectives in Science Education” Conference, and we will be hosting our first-ever Science Fair. Stay tuned for upcoming STEAM insights, events and alumni spotlights!