LEHIGH VALLEY WOMENChallenges and IN Opportunities Lin Erickson & Karen Knecht STEM April 2020 n December 19, 2019, Camille Schrier earned the title students get older, particularly in technology programs careers need to support their success and advance- (e.g. coding, robotics and video game development). ment; and 3) identify the marketing and messaging of Miss America 2020, after performing a science This decline mirrors local STEM achievement test data strategies that would be most effective in attracting (Pennsylvania State School Assessment), with female girls’ interest in Da Vinci STEM programs. The Melior demonstration, the “catalytic decomposition of hydrogen scores on standardized math and science tests drop- Group conducted five focus groups with students in ping dramatically between grades 4 and 8. grades 4-12, college students, and working women in peroxide,” live on NBC for the world to view. Her story STEM. The focus groups took place at the Da Vinci O THE RESEARCH Science Center. as a biochemist and repeat pageant winner has been viewed by The purpose of the research was to assess the needs millions. It will be shared again on PBS39 WLVR 91.3 on September of K-12 girls, undergraduate women, and women in STEM KEY FINDINGS employment and identify opportunities to enhance the The Needs Assessment Survey provided valuable in- 9, 2020 from 5:30 – 7pm. Ms. Schrier will join other distinguished STEM learning and support ecosystem for women and sights about the interests, experiences, and perceptions girls in the Lehigh Valley. of school-age students, college students, and working female leaders in science, technology, engineering, and math (STEM) women in STEM careers. NEEDS ASSESSMENT SURVEY in a panel discussion hosted by the Da Vinci Science Center (DSC) as The first study was conducted in 2018-19 by Profes- SCHOOL-AGE STUDENTS sor Kerrie Baker, PhD, and Associate Professor Scott  Relatively low numbers of girls expressed interest in part of its annual Women in Science and Engineering (WISE) Forum. Hoke, PhD, at Cedar Crest College. A questionnaire STEM fields, both as a future career and as a subject was distributed online to school-age students, college of extracurricular activities. Ms. Schrier and her fellow panelists will inspire and motivate the students, and women in STEM careers to assess their  Girls perceived careers in STEM to be high paying, but young girls in the audience to pursue their dreams of a STEM career. interest, perception, participation, and need for contin- difficult, less exciting, and less flexible. ued support in STEM learning and employment. 567  Girls were interested in careers where they could help THE NEED are all STEM-intensive: Advanced Manufacturing and Food surveys were completed. people, work for the good of humanity, have fun, feel Inspiration is only part of the equation. The path to a and Beverage Manufacturing; High Value Business Ser- respected, and be able to balance work and raising a STEM career, and success and fulfillment once vices; Transportation, Logistics, Warehousing, and Whole- FOCUS GROUPS family. employed, can be challenging for girls and women. sale; Health Care Services; and Life Science Research and The second study was conducted by The Melior  Girls had limited encouragement from family, teachers, Since 2014, the Da Vinci Science Center has been Manufacturing. Between 2018 and 2023, the industry sec- Group, a marketing research firm in Philadelphia, to or the media to study science and math. attempting to address these challenges through its tors targeted for growth have an anticipated replacement 1) identify strategies for engaging more girls in STEM  Girls’ free time was spent primarily with family and WISE Initiative. In 2018, with support from the Institute demand of 96,826 workers1. Despite women holding 49% experiences, particularly in middle and high school; friends or engaging with social media or online videos. for Museum and Library of all jobs in the region, 2) explore what kind of assistance women in STEM  Girls had limited experience interacting with STEM Services, the Da Vinci they represent 29% of the Science Center conduct- LEHIGH VALLEY STEM workforce2. Women ed two studies to better WOMEN IN have the lowest represen- understand the support tation in engineering and US WOMEN IN needed by girls and wom- computer and mathemat- en in the Lehigh Valley STEM ical sciences, where much STEM to pursue and persist in of the growth in STEM jobs STEM careers. Workforce: 49% female* is occurring. The growing K-12 Education Female students’ achievement in math- For the Lehigh Valley, demand for a STEM work- STEM Workforce: 29% female ematics and science is on par with their it is essential that more force can be met by hiring *Source: WIB, Workforce Snapshot, Feb 4, 2020 male peers, and female students partici- women enter and per- more women to work in pate in high level mathematics and science these fields. sist in the STEM work- courses at similar rates as their male force. The Lehigh Valley At the Da Vinci Science peers, with the exception of computer is among the top five fastest growing regions in the Center, girls are underrepresented in STEM out-of- science and engineering (NSF, Science & Northeast and the fastest in Pennsylvania. STEM-heavy school-time programs. Approximately 37% of the Engineering Indicators, 2018). occupations make up 19% of all jobs, and the Lehigh total enrollment in DSC elementary and middle school *Source: National Girls Collaborative Project Valley’s targeted growth sectors for economic development programs is female, with the percentage declining as

1 The Lehigh Valley Talent Supply and Industry Sector Analysis and Strategic Action Plan, June 2018 2 WIB, Workforce Snapshot, Feb 4, 2020

DA VINCI SCIENCE CENTER LEHIGH VALLEY WOMEN IN STEM | APRIL 2020 professionals, but many were interested in participat- internships and mentoring. ing in more of these interactions.  In the workplace, women were looking for better Higher work/life balance policies, more money, and support- * COLLEGE STUDENTS AND WORKING WOMEN ive co-workers/managers. Education  Survey participants were attracted to STEM fields  Women reported that continuing education, flexibility, because of the perceived challenge and the ability to freedom to be creative, and good colleagues were The rates of science and engineering course make the world a better place. important to their success. In contrast, male domina- taking for girls/women shift at the under-  Participants engaged in science and math activities tion, lack of project management, and limited growth graduate level and gender disparities begin to early in their lives and intentionally selected events opportunities hindered their progress. emerge, especially for minority women (NSF, Science & Engineering Indicators, 2018). and programs that created the path to their desired  Since the late 1990s, women have earned career. The Focus Groups provided firsthand feedback on the about 57% of all bachelor’s degrees and  Participants were encouraged to pursue science challenges and opportunities women and girls face in half of all S&E bachelor’s degrees. How- and math studies and careers by teachers, family STEM careers and the support they need to persist. ever, women’s participation in science and members, mentors, and science and math activities engineering at the undergraduate level outside school. OVERARCHING THEMES: significantly differs by specific field of study. In 2015, women received over half of bachelor’s degrees awarded  College students were worried about the challenge of  All of the participants agreed that women in STEM in the biological sciences; they received far fewer in the computer sciences (18%), engineering (20%), physical their coursework, being female, and gender stereo- face gender challenges. Examples included: sciences (39%), and mathematics (43%). types associated with STEM fields. Many of them  Being doubted, assumed to be less competent.  In 2016, women from underrepresented minority groups earned more than half of the science and engineering sought support and guidance from peers, professors,  Nearly all of the high school girls had stories to (S&E) degrees awarded to their respective racial and ethnic groups at all degree levels—bachelor’s, master’s, and female role models. tell about people who doubted them or were not and doctorate (NSF, Women, Minorities, and People with Disabilities in Science and Engineering, 2019).  College students wanted more information about supportive of their interests and aspirations. *Source: National Girls Collaborative Project internships and volunteer opportunities, what to do  Some of the elementary and middle school now to prepare for jobs in the future, what jobs will students were aware of being treated differently be available in the future, and what jobs are like on a than boys in STEM subjects.  Being in situations that are less appealing for women, is most vulnerable to unraveling. Girls’ focus can daily basis.  Being held to different standards, provided less for example, courses that are lecture only. move towards meeting societal ideals.  College students were interested in opportunities for rigorous programs, or singled out for being female.  Having few role models.  Students are heavily influenced by the people around  For working women, having to figure out work-life them, including adults, peers, and the media. balance in a way that men simply do not.  Middle school girls need coaching to help build their  Women and girls want opportunities to be in commu- confidence and interest in STEM and appealing role nity with one another, like those offered through the models, both those close to home and media person- Da Vinci Science Center’s WISE Initiative. alities with STEM interests.  Women and girls want to be on both sides of men- toring relationships. ANALYSIS AND  Girls want to hear stories about women who have RECOMMENDATIONS “made it,” despite naysayers and challenges. Key findings from these local studies mirror the  Women and girls cited the positive impact of national research on women in STEM fields. informal interactions and conversations with women in STEM fields, including one-time contacts  The learning environment has an impact on girls’ with people they might never see again. interest and achievement in science and STEM  Women cited interest in programs that provide an careers, both in direct and indirect ways. Cultural opportunity for dialog with their colleagues around stereotypes, unconscious biases, and societal expec- issues that are important to them. tations shape the choices girls make, as well as the  Women and girls do not want to be singled out and messages girls get from adult influencers, friends, and treated differently because they are female. the media about what they should study or pursue.  Women and girls want to do things that matter, that  To prepare Lehigh Valley girls for the 21st century affect society. workforce, we need to develop girls’ positive percep-  Elementary students participate in things that make tion, interest, and confidence in STEM subjects before them feel happy and good about themselves. high school, when academic choices will open or close  Middle school is a period when girls’ interest in STEM doors to postsecondary STEM studies and careers.

DA VINCI SCIENCE CENTER LEHIGH VALLEY WOMEN IN STEM | APRIL 2020  Through marketing and media, demonstrate that all genders will be treated equally and that there will be appealing role models as program leaders.  To attract more girls to programs with historically low female enrollment, design marketing materials to highlight what’s important to them: having fun, being happy, making a difference, and connecting with peers.  Expand opportunities for women and girls to network with one another, including near peer mentoring pro- grams with middle and high school students.  Train Science Center educators and mentors on effec- STEM Workforce* tive strategies for engaging girls.  Design programs for working women that include Women remain underrepresented in the science and engineering workforce, although to a lesser social opportunities and themed discussions about degree than in the past, with the greatest disparities issues impacting their success in STEM careers. occurring in engineering, computer science, and  Expand partnerships with community organizations the physical sciences (NSF, Science & Engineering and colleges and universities to enhance the learning Indicators, 2018). and support ecosystem for women and girls in the Race and ethnicity are salient factors in rates of Lehigh Valley. participation in the science and engineering workforce  Assess impact as measured by enrollment of girls and (NSF, Science & Engineering Indicators, 2018). women in STEM programs.  Hispanics, blacks, and American Indians/Alaska Natives make up a smaller share of the science CONCLUSION and engineering workforce (11%) than their Like Miss America 2020, Camille Schrier, everyone proportion in the general population (27% of U.S. has a story about their career pathway, filled with chal- working age population). lenges and victories along the way. At the WISE Forum, *Source: National Girls Collaborative Project panelists like Ms. Schrier share their personal journeys to STEM careers inspiring young girls to pursue their  We must educate and share information about STEM goals with optimism and resilience. The Forum is one fields with K-12 girls and their parents. example of a program that our research suggests is so  We need to provide an ecosystem of supports and critical in connecting aspiring and practicing female opportunities, beyond what a single program can do, STEM professionals. The studies further our under- for girls to engage in meaningful STEM activities with standing of the hopes, dreams, challenges, and needs their peers, meet STEM professionals, learn about of girls and women, allowing us to help them better STEM jobs, and develop relationships with appealing navigate their journeys and persist in STEM careers. role models and mentors. This knowledge will allow the Da Vinci Science Center  We need to expand programs and networks that sup- and the Lehigh Valley community to expand resources port women in their STEM careers. to build a pipeline of female STEM workers that will help meet the growing demand for a skilled workforce. NEXT STEPS To respond to the needs of women and girls in the The views, findings, and recommendations expressed in this report do not necessarily represent those of the Institute for Lehigh Valley, the Da Vinci Science Center is reaffirming Museum and Library Services. is commitment to investing in programs for women and girls. Specific strategies include the following:

 Expand programs that build confidence and interest in STEM for girls at the elementary and middle school levels.

DA VINCI SCIENCE CENTER LEHIGH VALLEY WOMEN IN STEM | APRIL 2020 “Science is not a boy’s game, It’s not a girl’s game. It’s everyone’s game.” Nichelle Nichols, former NASA Ambassador and Star Trek actress.

Da Vinci Science Center 3145 Hamilton Blvd Bypass Allentown, PA 18103 484-664-1002 www.davincisciencecenter.org/wise-initiative/ https://www.linkedin.com/showcase/women-in-science-and-engineering-wise-/