Business 2 CommunityEmpowerment Through Play: Getting Girls Into STEM
In today’s STEM-driven economy, the need to talent ratio in the STEM (science, technology, engineering, and math) fields is less than favorable. The scarcity and availability of qualified talent in STEM is creating a huge talent
gap – and therefore, a problem for companies looking to innovate at the velocity required to stay competitive.
Taking the STEM field analysis a step further, the STEM field also lacks diversity. It is a hugely male-dominated field, which limits the talent pool even further. And based on the latest stats, the outlook for filling that gap doesn’t look too promising; it may even get worse before it gets better.
According to a Department of Education study, only 16 percent of high school seniors are interested in pursuing careers in STEM. And although those with STEM degrees are highly sought and earn higher wages than their non-STEM majoring counterparts, of those graduating with STEM degrees, 74 percent pursue non-STEM jobs, such as healthcare, law, education, and the like. From the gender standpoint, nationally only one in four girls graduating college go into any profession within the STEM field.
These stats show that something needs to be done.
Due to the shortage of STEM interest, the Obama Administration is investing millions to produce more undergrads in the STEM profession. Some schools are already trying to increase the interest in the STEM career field by promoting their programs and transforming their curriculum – and focusing on women. For example, Minnesota State University recently held an event that encouraged girls to get involved in the field, and they plan to continue this annual event to help bridge the gap. Other schools, such as Central Michigan University, are improving their existing STEM programs and increasing funding to those programs.
But, we can do more. We can start enticing young girls to explore their interests in these fields and empowering them when they are younger – possibly through play. By associating STEM with a more playful attitude, it could spark interest and inspiration into the world of STEM. In fact, play is know to have “strong correlations between a child’s penchant for playing, inventing and exploring, and learning science.” Taking a look at how babies learn (by play) can also show us what play can do in helping increase interest in science, technology, engineering, and math.
After doing some research, here are three types of toys that can help empower young girls to explore their interests in STEM.
Building houses. One home building toy, Roominate Studio, was created specifically to empower young girls to gain an interest in building (and the two founders were featured on Shark Tank). With the ability to build, the toys grow and promote engineering skills. By creating architectural solutions, these houses help build problem solving skills that can flow into a STEM interest. Kids are able to problem solve and come up with creative solutions.
Building kits. Technology is a very important part of culture and kids are growing up with technology in their hands. But, do they know how things are created and how that technology is built? Littlebits building kits help spark interest in technology by inviting kids to build different projects. It helps young girls become interested in created technology, not just using it.
Circuits. Building puzzles are always fun, but why not a puzzle that creates light or energy? The Snap circuits Alternative Energy Kit allows girls to solve the puzzle of creating energy, while learning about how circuits work, how electricity is transmitted, and the process of generating geothermal energy. Building circuits and creating things can be fun, and of course, the girls learn the science behind how it works.
Although these programs and toys may seem like small steps in closing the talent and STEM gender gap, they are absolutely steps taken in the right direction.
This article was syndicated from Business 2 Community: Empowerment Through Play: Getting Girls Into STEM
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