Author: Mary E Greenlee

Publisher:

Published: 2015

Total Pages: 39

ISBN-13:

The development of self-efficacy, the belief you have in your ability to be successful at a task or subject, has a huge effect on a student of any gender in any subject. It is important to understand how and why poor self-efficacy is blamed for the genesis of young girls’ lack of interest, involvement, and retention in mathematics and science studies and later, mathematics and science careers. Also noteworthy is how self-efficacy is greatly affected by the challenges of stereotype threat – a selfconfirming belief that may endorse negative stereotypes. The sidling up of feelings of poor self-efficacy in girls starting prior to adolescence (specifically between third and fifth grade), and the negative consequences from this insidious phenomena, are examined in this paper, as well what positive and effective measures, including addressing motivation, are being taken to combat stereotype threat and reverse a socialization curse. Additionally, a staff professional development reveals how even the most earnest of educators can bring their gender biases and fixed mindsets into a classroom and obstruct the path for girls in mathematics and science. Finally, in a culminating event titled “Women in Math and Science for Youth” or “WIMSY”, vii supporting the growth mindset-based lifelong learner and their eager students, women from the community in Science, Technology, Engineering, and Mathematics (STEM) studies and careers face interactive audiences of children, grades kindergarten to fifth grade, sharing information, advice, and providing living female role models in STEM occupations.