Why STEAM Education Matters for Girls
STEM (Science, Technology, Engineering, and Mathematics) education has been widely recognized as a key driver of innovation, economic growth, and social progress. However, STEM fields are still dominated by men, especially in leadership positions. According to Statistics Canada, only 23% of Canadians working in science and technology are women. This gender gap not only limits the potential of women, but also deprives STEM of diverse perspectives and talents.
Teachers who introduce STEAM learning weave the arts into STEM subjects, placing an emphasis on fostering creativity, communication, collaboration, and critical thinking. This innovative blend not only enriches the learning experience but also addresses the engagement gap, particularly among girls who might otherwise feel estranged or overwhelmed by traditional STEM approaches.
Research shows that girls tend to lose interest in STEM subjects around middle school, due to factors such as stereotypes, lack of role models, and peer pressure. However, when girls are exposed to STEAM education they are more likely to develop confidence, curiosity, and passion for STEM. For example, a study by Microsoft found that girls who participate in arts and crafts activities are 75% more likely to major in computer science in college. Another study by the University of British Columbia found that girls who engage in maker activities, such as coding, robotics, and 3D printing, are more likely to pursue STEM careers.
STEAM education can also help girls develop the skills and mindsets that are essential for the future of work. According to the World Economic Forum, the top skills for 2025 include creativity, problem-solving, analytical thinking, and innovation. These are the skills that STEAM education fosters, by encouraging students to explore, experiment, and express themselves through interdisciplinary projects. STEAM education can also inspire girls to use their STEM skills for social good, by connecting them to real-world issues and empowering them to create solutions that benefit their communities and the world.
One of the emerging fields that can spark girls’ interest in STEAM is biomaking, which is the exploration of biological systems and the design of projects by collaborating with harmless microbes like fungi, bacteria, yeast, and algae. Biomaking is a form of circular making, which is based on the principles of the circular economy, where nothing is wasted and resources are reused, repaired, or recycled.
Biomaking can help girls learn more about biology and the natural world, as well as develop skills in creativity, innovation, and sustainability. It can also inspire girls to use their STEM skills for social good, by creating biodegradable and bio-derived materials and products that support the United Nations Sustainable Development Goals (SDGs). For example, some of the biomaking projects that girls can try include making paper from agricultural waste, growing mushrooms from coffee grounds, or creating bio-plastics from algae. Biomaking is a fun and engaging way for girls to discover the potential and possibilities of STEAM.
Picture a vibrant lab buzzing with students immersed in cutting-edge zero-waste projects. Among them are high school girls, once disinterested in biology, now captivated by the world of biological materials. Their hands-on exploration includes extracting DNA from orange juice, crafting bio-plastics from orange peels, and cultivating mycelium for innovative “myco-material” or “myco-board” — materials that mimic traditional wood products. Engaged in experimentation, they explore diverse combinations and conditions, striving to create fashion and everyday products that are not just eco-friendly but 100% compostable. These students delve into the intricate science of biomaking while unraveling the environmental and social advantages of circular production. Imagine the transformative impact on biology education — how this experiential approach could redefine teaching strategies and inspire a generation to eagerly embrace STEAM education and careers.
The urgency to bridge the gender gap in STEM education transcends classroom boundaries. Melissa Lee, Coding and Maker-Centered Itinerant teacher with the Newfoundland and Labrador English School District and Program Specialist at Brilliant Labs, shares “ The ‘A’ in STEAM introduces real-life applications and plays a crucial role in design and project building, making traditionally male-dominated areas more approachable.” Her colleagues — Jacqueline Lee of PolyUnity / Tequity+, Susan Kelly from TechNL, and Katrina Moores representing the NL English School District echoed this sentiment during their discussion on inspiring more girls and gender-diverse individuals to explore STEM fields on CBC Radio’s The Signal with Adam Walsh.
You won’t want to miss this show! Tune in and be inspired to nurture girls’ interest in STEM by adding a little STEAM to your teaching. Listen here: https://www.cbc.ca/listen/live-radio/1-89/clip/16018157
If you are a teacher who wants to introduce STEAM education to your classroom, Brilliant Labs (BL) can help you with resources, training, and funding. You can also learn more about the Circular Economy and Biomaking with the help of the Brilliant Labs Biomaking Guide by Alisha Collins.
You can also check out some of the inspiring stories and projects from girls and women who are making a difference with STEAM on BL Facebook, Instagram, X and LinkedIn. By supporting STEAM education, you can help girls discover their potential and passion for STEM, and prepare them for a bright and brilliant future.
A very special thanks to CanCode and our provincial EECD partners, without whom we could not offer STEAM programming.
#STEMforGirls #Makerspace #STEAM #CanCode #CodeCan
