The power of women role models
Well-told stories can be universal and effective educational tools. The Oscar-nominated movie Hidden Figures depicted the crucial and little-known part women played in the space race by chronicling the careers of three remarkable African-Americans: a mathematician, an engineer and a computer programmer. It has done more to encourage diverse interest in STEM and ICT than many more overt attempts by telling an entertaining and compelling story.
The Status of Women Canada website has been featuring information about International Women’s Day. Most prominently, it offers a series of “Mythbuster” posters to support this year’s #EqualityMatters theme. One depicts a cartoon female scientist wearing safety goggles, a lab coat and holding an Erlenmeyer flask. In the accompanying speech bubble, she says, “Women in science? Yes please!”
While I support the sentiment, I can’t help but think it’s unfortunate they didn’t take a page from Hidden Figures and feature some real stories. One of the best ways women can improve their status is through education. These days, Science, Technology, Engineering, Mathematics (STEM) and Information and Communications Technology (ICT) are amongst the most promising fields of study. And more women should consider them.
Real role models like the women in Hidden Figures help by showing possibilities.
The movie was the first time I learned about Dorothy Vaughan, portrayed by Octavia Spencer. Vaughan was one of many inspiring women from that time but her story stood out for me because of her reaction to the news that NASA’s human computer department would be shut down once the machine computers were up and running.
Vaughan did her research and became an expert FORTRAN computer programmer while encouraging women in her department to acquire these skills too.
NASA’s website says she became its first African-American manager. Then, as now, STEM and ICT skills were an advantage in improving status.
One of the “top priorities” outlined in the prime minister’s mandate letter to Maryam Monsef, the new minister of status of women, is to work with the minister of innovation, science and economic development “to review the current collection of gender statistics and their use by departments to develop, monitor and evaluate policies and programs, with the goal of increasing the participation of women in under represented fields.”
Research done by the Information and Technologies Council and funded by the government of Canada’s Sectoral Initiatives Program warns of an upcoming skills gap. The report said, “While most new graduates of today are facing uncertainty with respect to securing employment, ICT and STEM students are graduating from the education system with a much better labour market prospect.”
Women have traditionally been underrepresented in these fields and would benefit from encouragement to consider them. It’s especially problematic when public figures downplay or dismiss the importance of scientific literacy or numeracy.
When appointed to Democratic Institutions, minister Monsef used a cue card showing the Gallagher Index to mock the Special Committee on Electoral Reform for using the formula as part of their report. She portrayed the Gallagher Index as mathematics that was too difficult and confusing for the public to understand.
Mocking is always disrespectful. Using a mathematics formula to mock undermines efforts to increase numeracy and encourage students to enter the field. Calling something “incomprehensible” is not a precursor to learning.
When I speak to parents — especially mothers — about their children’s math education, I often have to advise them not to say things like, “Math is hard. I was never good at it either.”
We expect all children to develop basic literacy skills. We must have the same expectations in numeracy.
In 2016, the Society for Research in Child Development reported, “Early math knowledge is as important as early literacy for children’s subsequent achievement. In fact, research has shown that early math skills predict later school success better than early reading skills, and can even predict income in adulthood.”
Fear of math is detrimental in many ways. I have met many women who have been told subtly (and not so subtly) that they were not good at it. These messages came from their parents, teachers and society.
And if you don’t think what adults say and do matter, consider that recent research published in Science Magazine revealed that girls as young as 6 already feel they may not be as smart as boys. Researchers said these beliefs could influence their choices related to courses at school and subsequent career opportunities.
Positive role models inspire and encourage perseverance across genders. The power of learning the stories of these role models should not be overlooked, especially on International Women’s Day.