Last week I hosted our annual Senior School subject selection evening which showcases our curriculum across Years 11 and 12. The very next day I met with each girl about their choices at Year 10 camp. It was an interesting day to be able to sit and talk with each girl about her aspirations for her future. I noted with interest, the number of girls taking on STEM (Science, Technology, Engineering, and Mathematics) subjects for their senior studies.
This is because despite significant strides in gender equality, girls still have lower participation rates and aspirations in STEM compared to boys. This trend extends beyond school, impacting both career choices and workforce demographics.
In 2017, the top career choices for Australian girls aged 14-15 were predominantly in teaching, nursing, and beauty. Conversely, boys listed engineering, ICT, and science professions among their top choices. While both genders showed interest in medical professions and design, planning, and architecture, STEM fields were notably absent from the girls' list. This is despite girls having equal ability and achievement as boys.
A huge benefit of girls only schooling is being able to break those barriers. For example, in 2023, less than 1% of total student enrolments across Queensland were for the highly academic subject of Specialist Mathematics. However, over 20% of our Year 11 and 12 students will be completing this subject in 2025. That is amazing.
Traditional gender roles, such as male doctors and female nurses, shape early career attitudes, influencing later educational and career decisions. The scarcity of women in STEM makes it difficult for girls to find role models which are crucial for developing positive attitudes toward STEM careers. This is not an issue at Girls Grammar where girls regularly encounter female STEM experts including Dr Sheena Tickner, Nicky Glasswell, Salena McBride, Head of Secondary Christie Dey, Mathematics and Science Subject Coordinator Nadene Housman as well as Technologies Subject Coordinator Dr Nikki Kelly. The very fact that two of our female STEM teachers have PhDs normalises high academic achievement. More than 15% of our Year 10 students are aiming to achieve doctorates in either medicine or other areas of academia.
Research highlights four key strategies Girls Grammar uses to encourage girls to pursue STEM:
We promote positive images of girls in STEM through our staff, campaigns, posters, newsletters, and events such as Science week. These messages help our girls envision themselves as successful STEM professionals.
Our girls-only learning opportunities create a supportive environment for girls to explore STEM.
We connect through partnerships and guest speaker sessions with female STEM professionals which inspire and mentor girls, demonstrating the diverse opportunities available in STEM fields. These include our STEM club and UNIQ You sessions.
By implementing these strategies, we inspire the next generation of girls to pursue their passions in STEM, breaking down barriers and building a more inclusive future.
Some of the information in this article was sourced from:
Dr John Fry
Deputy Principal - Studies
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