SCIENCE IS FOR GIRLS, TOO

The author is Teacher

LUZEL I. PUNZALAN

The 21st century learner is someone who can think expansively and solve problems resourcefully. This should be the goal, anyway. But they key to this goal is to improve science, technology, engineering and math (STEM) education, because these disciplines are rooted in the kind of thinking that is now critical.

But did you know that there is a false presumption that girls are not as good as boys in science and math? Society has allowed the assumption that girls are bad at these subjects – the reason for the reduction of potential doctors, engineers and scientists.

According to research, only 26 percent of STEM bachelor’s degrees go to women. There is a growing importance of STEM in the global economy, and failing to nurture girls in these disciplines will be very dangerous.

This gender gap is not due to girls’ abilities to do science; instead it is caused by behaviors towards girls, especially in the classroom. But the truth is, input by girls and boys interested in science and math are nearly the same, so the problem has to do with the type of encouragement girls receive. To solve this, girls need additional encouragement.

But why is there a drop in the interest in science? Several factors have caused this decline, one of which is the emphasis on vocational training like home economics. We have tried hard over the years to shift interest back in the sciences, and we are in the process of recovery.

Girls can do science and math just as well as boys – and this gender ability gap is now narrowing. Girls have been known to outperform boys in “male” topics like math and econ o m i cs.

So now we see that the relationship between girls and science has never been about their skills, but more about how the society views them.

Let’s make STEM fun for everyone. There is a need for STEM programs even outside of the school to motivate and encourage the next generation.

— oOo— I at San Agustin Elementary School