1. Based on Research Some of the Root Causes and Some Potential Solutions www.stemequitypipeline.org

2. Root Cause: Academic Proficiency When girls and women are academically proficient, they are more likely to persist in choosing nontraditional careers. Teach students that ability is not innate and can be enlarged and expanded. (self efficacy) Intervene to revise student’s underestimation of abilities Provide informal learning STEM opportunities for girls Provide academic support in STEM to those with interest Teach visual spatial skills Incentivize AP and other learning opportunities

3. In math and science, a growth mindset benefits girls. Fixed MindsetGrowth Mindset Intelligence is static.Intelligence can be developed. Leads to a desire to look smart and therefore a tendency to Leads to a desire to learn and therefore a tendency to avoid challengesembrace challenges give up easily due to obstacles persist despite obstacles see effort as fruitlesssee effort as path to mastery ignore useful feedback learn from criticism be threatened by others’ success be inspired by others’ success Teach children that intellectual skills can be acquired. Praise children for effort. Highlight the struggle. Gifted and talented programs should send the message that they value growth and learning.

4. Root Cause: School/Classroom Climate Teacher Expectations/ School and classroom culture that value educational equity and support success for diverse students lead to student’s interest, participation, achievement and completion of nontraditional courses and career pathways. The opposite is also true. Be proactive in meeting the intent of federal civil rights and state nondiscrimination laws and rules Periodically assess the school climate and take proactive steps to increase the well-being and inclusiveness of each student Hire staff that are gender and culture competent and responsive and provide ongoing professional support and development Strengthen school support services and student support systems Be encouraging and approachable Address stereotyping, bias, discrimination and injustice in class Increase self-advocacy and career planning skills Provide equal access both in instruction and time to equipment Require that students shift project roles over time.

5. Girl’s Self-confidence Young women are more likely than young men to have a lower opinion of their abilities in math and science and in their general intellectual abilities, even though young women had higher college GPAs than young men Parents’ messages to daughters that undermine both their daughters' confidence in their math and science abilities and their interest in pursuing careers in these fields. Michigan Study of Adolescent and Adult Life Transitions – Jacquelynne Eccles, Senior Research Professor University of Michigan Institute for Social Research University of Michigan Institute for Research on Women and Gender

6. Root Cause: Self-Efficacy Self-efficacy measures a person’s individual perception of his or her ability to achieve a certain goal; self-efficacy is greatly influenced by the social environment. When it comes to choosing a major or career choice, there tends to be a positive correlation between self- efficacy and choice for both males and females, divided along traditional occupational lines. (AWE, 2005). Teach females to self-affirm and provide training on self-efficacy Teach that intelligence is not innate, that persistent, incremental learning is all that is needed Address the limited development of expressive traits in boys and instrumental traits in girls. Utilize real life teaching strategies. Assess and retrain attribution style.

7. Self-efficacy – Attribution Theory Girls more likely to attribute success to external factors and failure to internal factors – Stereotype Threat Stereotype that girls are not as capable as boys in math affects their performance – Locus of Control When students feel they are in control of their lives and their futures they are more likely to select nontraditional options

8. Root Cause: Attribution and Fixed Traits Both attribution and fixed traits can affect motivation and confidence to achieve in nontraditional careers. Attribution Theory “what we attribute our achievements and failures to affects our motivation” Fixed Traits refers to the belief that an attribute, for example intelligence, is determined at birth (Viadero, 2007). Success due to things outside of myself Failure due to myself Success due to myself Failure due to things outside myself

9. Root Cause: Stereotype Threat Achievement is positively influenced by the reduction in stereotype threat. Tips for Reducing Stereotype ThreatTips for Reducing Stereotype Threat, along with additional valuable information about stereotype threat at: www.reducingstereotypethreat.o rg www.reducingstereotypethreat.o rg Reduce Stereotype Threat Reframing the task Deemphasizing threatened social identities Encouraging self-affirmation Emphasizing high standards with assurances about capability for meeting them Providing role models Providing external attributions for difficulty Emphasizing an incremental view of intelligence

10. Stereotype Threat Steele & Aronson (1995) – When individuals feel that they might be judged in terms of a negative stereotype or that they might do something that would inadvertently confirm that stereotype. – Affects women’s performance in math and sciences – Affects intellectual performance of minority students Stereotype Threat (Steele & Aronson, 1995) Recommendations – Toni Schmader, Associate Professor of Psychology University of Arizona

11. Test Performance Can Be Affected by How the Task Is Described Johns, Schmader, & Martens (2005) Psychological Science Steele & Aronson (1995) Journal of Personality and Social Psychology

12. Even people who consciously reject negative stereotypes about women in science can still hold those beliefs at an unconscious level. Take a test to learn about your unconscious bias at https://implicit.harvard.edu.https://implicit.harvard.edu Take steps to address your biases.

13. Creating a Threat-Free Environment Educators as ‘wise mentors’ – Speak out against the stereotype – Set high standards but assure students that they can meet them Emphasizing skill and persistence over ability – Highlight that learning is an incremental process Fostering a sense of belonging – Help students reappraise the meaning of adversity Unveiling the effects of stereotype threat – Point out that stereotypes are an external explanation for anxiety

14. Collaboration Elementary Teachers and Counselors Middle School Teachers and Counselors High School Academic/CTE Teachers and Counselors Technology Education Teachers and Advisors Peers Business and Community Leaders Tech Prep and NTO Coordinators-Technical Colleges

15. Infusion within the Comprehensive School Counseling Model WCSCM-Local Program Model Brochures/website/events Manual and delivery of Student/Parent/ Counselor Educational and Career Conferences Career exploration, development and Individual learning Plans Program Advisory Committees Curriculum for all students/ for targeted students Evaluation and Accountability Activities – Review disproportionate enrollment and achievement – Pre-Post tests on impact of NTO and STEM activities – Track interest in STEM careers