Gender equality in education is an ongoing concern worldwide and specifically in science, technology, engineering, and mathematics (STEM) education. Because of sociocultural stereotypes associate STEM with males, the perception acts as a barrier that prevents females from developing and pursing an interest in STEM (Master & Meltzoff, 2017). Many young women are missing the opportunity to contribute and benefit from careers in STEM, yet many countries face shortages
and cannot fulfill workforce demands (Master & Meltzoff, 2017). It is recognized by policymakers to reduce gender-based educational disparities in STEM (Master & Meltzoff, 2017). Women represent untapped human capital compromised of 50 percent of the American population and more than 50 percent of the college-bound population, and if leveraged, would enhance the STEM workforce (Dasgupta & Stout, 1970). The 4-H organization recognizes the workforce disparities and
has a great opportunity to implement programs to breakdown the barriers and broaden participation in STEM activities.
Dasgupta, N., & Stout, J. G. (2014). Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers: Semantic Scholar. Retrieved from https://www.semanticscholar.org/paper/Girls-and-Women-in-Science,-Technology,-and-STEMing-Dasgupta-Stout/290e4a59619bc4a83063888e1b794eed8ee4bbb0.
Master, A., & Meltzoff, A. N. (2017). Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity. Retrieved from https://link.springer.com/article/10.1007/s11125-017-9391-z.
Presented at the 2020 Spring Ohio 4-H Professionals’ In-Service.
Blissfully Brave 