In Irving, Texas, at de Zavala Middle School, a group of four girls are engaging in a hands-on STEM activity as part of their new curriculum that emphasizes science, technology, engineering, and mathematics. As they experiment with a Lego machine designed to respond to different colors, the students experience a moment of discovery when they realize that the machine reacts differently depending on the color of the card presented to it. This initiative marks the first year of de Zavala being a choice school focused on STEM, and the administration has made a concerted effort to recruit a sixth-grade class that is half girls. The goal is to inspire these girls to continue pursuing STEM fields, especially since historically, some elective STEM classes in higher grades have seen very few female enrollments.
Nationwide, efforts to close the gender gap in STEM classes have gained traction once again, particularly after a period of stagnation during the COVID-19 pandemic. The pandemic negatively impacted girls’ interest and performance in STEM subjects compared to boys. An analysis by Associated Press reveals that girls lost significant ground in math test scores that they had gained in the years leading up to the pandemic, with boys recovering their scores more rapidly than girls. By the 2023-2024 academic year, boys were outscoring girls in math in nearly 90% of school districts, reversing the progress made over the previous decade where girls had, in fact, surpassed boys in many areas.
The shift in educational practices due to the pandemic has contributed to this regression. With the abrupt transition to online learning, programs designed to engage girls in STEM were suspended, and many schools were slow to reinstate them once in-person classes resumed. The focus on rote learning during remote education is believed to have favored boys' learning styles over girls', which may prefer more problem-solving-based approaches. Advancements made before the pandemic in teaching methods that encouraged flexibility and real-world applications were neglected during school closures, leading to a re-emergence of old biases against girls in STEM subjects.
Despite advancements in societal attitudes toward girls in STEM, ingrained biases still persist, affecting girls’ perceptions of their abilities at a young age. Teachers report that many girls do not identify themselves as “math people,” reflecting a mindset that can deter them from pursuing these subjects seriously. Educators have noted that girls often thrive in collaborative environments that emphasize real-life applications and hands-on learning, while the competitive nature of traditional classroom activities may disadvantage them.
At de Zavala Middle School, the STEM program seeks to instill curiosity, resilience, and problem-solving abilities across various subjects. To support this initiative, Irving schools have reinvested in teacher training, and a new science curriculum from Lego Education was piloted. Students engage in lessons that connect abstract concepts to tangible learning experiences, such as building machines that demonstrate principles of kinetic energy or genetics using Lego bricks. This approach encourages critical thinking and collaboration among students.
In a recent lesson at de Zavala, teacher Tenisha Willis worked closely with second graders, guiding them as they built a machine together. Despite facing challenges, Willis encouraged the students to persist and explore alternative solutions, embodying the current pedagogical philosophy that emphasizes adjustment and iteration over immediate success.
Ultimately, the journey to enhancing girls' involvement and confidence in STEM remains ongoing, necessitating a collective effort from educators, administrators, and society at large to sustain momentum in closing the gender gap in these crucial fields.
