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Welcome to the overview on
Encouraging Girls in Math and Science.

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In our high school, girls are
less inclined than boys to enroll

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in advanced courses in math and science.

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Why is that?

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I want to show students in
my classroom that I believe

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in them--that there is no limit to what
they can accomplish in math and science.

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How can I do that?

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Researchers have been working to
answer questions just like these.

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Good news: In most areas
of math and science,

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girls and boys are now
achieving at very similar levels.

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This can be attributed to rapid social
and educational changes, such as math

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and science course requirements
for all students.

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It can't be attributed
to biology or genetics,

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which don't change that rapidly.

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However, despite the small gender
differences in math achievement,

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there are fewer women than men in
some math- and science-related fields.

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Women are much less actively
involved in postsecondary education

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and in career paths related
to math and science,

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especially in physics and engineering.

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For example, data available from the
National Science Foundation shows

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that in 2004, women earned only
25% of the bachelor's degrees

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in computer sciences, 22% in
physics, and 21% in engineering.

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Similarly, while women make up
nearly half of the U.S. workforce,

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they compose only 26% of the
science and engineering workforce.

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This pattern starts at school.

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In the fourth grade, 68% of boys and
66% of girls say they like science,

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according to the National
Center for Education Statistics.

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However, around the middle school
years, many students, especially girls,

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lose interest in math and science.

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Low levels of interest in
math and science remain

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through high school and college.

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According to the 2005
National Assessment

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of Educational Progress (NAEP)
High School Transcript Study,

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a greater percentage of boys completed
physics and calculus than girls.

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Experts have identified
five different ways

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in which teachers can
encourage students, both girls

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and boys, in math and science.

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Those five practices together can
support students' academic progress.

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Let's look at those practices.

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1. Teach that abilities are expandable.

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Teachers should communicate
to their students

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that they can improve their
math and science abilities.

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Accumulating evidence shows

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that academic abilities are not a
fixed trait that we are born with.

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All abilities can be
changed through effort.

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2. Provide prescriptive,
informational feedback.

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Teachers should provide feedback
that focuses on strategies, efforts,

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and the process of learning.

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Such feedback helps students learn
how to work more effectively,

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helps them be more confident
about their ability to learn,

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and can improve persistence
and performance on tasks.

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3. Show students female role models.

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There are many ways teachers
can introduce students

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to successful female
scientists and mathematicians

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and highlight the contributions
of women to those professions.

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Learning about successful role
models can invalidate the stereotype

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that girls cannot do math and science.

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4. Spark curiosity.

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Teachers can use a variety of activities
and strategies to spark curiosity

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in math and science, and use
that initial curiosity as a hook

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to foster long-term interest in math
and science knowledge and careers.

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5. Teach spatial skills.

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It is recommended that
teachers integrate opportunities

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for spatial skills learning into
the math and science curriculum.

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Spatial skills are associated with
performance in mathematics and science,

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and girls are less likely than boys

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to have developed those
skills on their own.

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You will find materials on this
site for each of these practices

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that will help you train
and support your staff.

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Each practice includes tips on
setting up coaching, mentoring,

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and professional development
programs for teachers interested

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in encouraging girls
in math and science.

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If you are unfamiliar
with the practices,

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begin with the multimedia
overviews and expert interviews

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in the Learn What Works section,

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and see how teachers already implement
these practices in their schools

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in the See How It Works section.

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Use the tools in the
Do What Works section

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to explore what teachers are already
doing to encourage students in math

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and science, and to plan how

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to integrate additional practices
into everyday instruction.

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Remember, there are materials
for educators

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at all levels of experience here.

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Explore them for yourself,
and then use them as you begin

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to implement these research-based
practices

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for encouraging girls
in math and science.

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[Music]