We are officially kneedeep into 2018, although many of us are still waiting for spring! The R&E Search for Evidence blog already has 13 new posts written by FHI 360 thought leaders and focused on innovative tools, research and evaluation methodologies, and new evidence related to some of our most pressing human development needs. Here are some of the highlights.
Tagged: STEM


A disturbing trend has developed showing that decreasing numbers of girls and women are majoring and entering careers in science, mathematics, engineering, technology and computer science (STEMCS). Some of this decline is attributed to how math is taught in schools. If students do not find math interesting, if the teaching of math is described as boring or not fun, and if students do not see the relevancy or application of math in their personal lives, then students and girls particularly are not going to be interested in or pursue careers in mathematics or any of the other STEMCS fields.
Since math and science both suffer from teacher and student low selfefficacy, it is extremely important to make these subjects interesting and relevant. Thus, much of my role as a science teacher educator working with preservice and inservice elementary teachers is to begin building a foundation for them to become reacquainted with math and science and to excite an interest of learning these areas, so that they can do the same for their students. Below I outline a few ways teacher education can support the development of girls’ math identity. A first step is to encourage a math and science identity with teachers during their teacher preparation with the hope that they will foster math and science identity with their students.

Girls get the message — from the toys they play with, the TV shows they watch and the attitudes of their parents, teachers and peers — that math is NOT for them! From an early age, girls are taught that math success is about an innate ability that they lack and that being feminine and being good at math are mutually exclusive.
As a result, girls do not develop a positive math identity — an identity that research tells us is key to their interest, participation and persistence in science, technology, engineering and math (STEM) education and careers. Without a solid background in math, girls will not develop the critical STEM skills that will be required for 60 percent of the new jobs that will become available in the 21st century.
There are two pillars of a positive math identity: the belief that you can do math and the belief that you belong. Identity is fluid and dynamic. It is developed through social practice, and it is through social practice that learners develop a sense of who they are. There is no such thing as a “math gene” or a “math brain,” but the myth is perpetuated, and it is particularly harmful to girls and students of color. Teachers and parents often unconsciously convey stereotyped messages that girls do not need to be good in math.