{"id":20154,"date":"2022-02-11T09:00:58","date_gmt":"2022-02-11T06:00:58","guid":{"rendered":"https:\/\/www.afidep.org\/if-we-want-more-women-and-girls-in-science-we-must-empower-and-ignite-their-interest\/"},"modified":"2022-02-11T09:00:58","modified_gmt":"2022-02-11T06:00:58","slug":"if-we-want-more-women-and-girls-in-science-we-must-empower-and-ignite-their-interest","status":"publish","type":"post","link":"https:\/\/afidep.org\/fr\/if-we-want-more-women-and-girls-in-science-we-must-empower-and-ignite-their-interest\/","title":{"rendered":"If we want more women and girls in science, we must empower and ignite their interest"},"content":{"rendered":"

Science, technology, engineering and mathematics (STEM) play a key role in the sustained growth and stability of any economy. Stem related concepts foster creative thinking and enables the next generation of innovators. This is especially important for developing countries where innovation can lead to new products and processes that can accelerate and sustain growth and development.<\/p>\n

For nations to realise the full benefits of STEM, students and productive working groups must have equal access and opportunities. This is in line with sustainable development goal (SDG) 4 \u2013 quality education, that aims to ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all.<\/p>\n

Historically and particularly in developing countries, the education of males has been prioritised more than that of females. Even now with efforts by the global community to give equal access to both genders in education, girls are systematically side tracked from science limiting their preparation, access and opportunities to go into STEM career paths.<\/p>\n

Assuming that there is equal education opportunity for both boys and girls, most females will often still be inclined to choose a non-STEM career path due to various reasons. First, many myths surround STEM careers, such as boys having math brains when compared to girls or that the workplaces are too male dominated and not supportive of women. However, there is no scientific evidence \u00a0that shows innate cognitive biological differences between men and women in math or science.<\/p>\n

Secondly, there is little to no effort towards early intervention to get girls excited about STEM. Teachers and parents who offer guidance and advice at education and career phases often underestimate girls\u2019 science and math abilities starting as early as pre-school. This can create a confidence gap. Thirdly, domestic pressures on girls and women including marriage and family responsibilities force them to take \u2018less demanding courses and jobs.\u2019 Lastly, lack of female role models to inspire interest and motivate girls and young women towards the STEM career path.<\/p>\n

As we mark the 7th<\/sup> International Day for Women and Girls in Science<\/a>, let us not only celebrate the great women leading innovations in science but commit to empower girls and young women to participate in STEM fields, as well as lead and innovate. We must close the gender STEM gap and this can be achieved by giving girls and women the skills and confidence to succeed in math and science using various strategies at an early learning phase i.e., elementary phase. Such strategies include:<\/p>\n