How Schools Can Encourage Girls to Pursue STEM Fields: Lessons from Wright State University

Introduction to the Issue

Encouraging girls to pursue careers in STEM (Science, Technology, Engineering, and Mathematics) fields is a critical challenge faced by educators and institutions around the world. However, experiences such as the one described at Wright State University (WSU) shed a critical light on the systemic issues that can hinder the educational experience for female students, ultimately deterring them from STEM pursuits.

Understanding the Challenges

WSU, a previously unaccredited school, has been under scrutiny for its practices, particularly in how it treated and justified the inclusion of disabled students and employees. This not only raises ethical questions but also highlights systemic issues that perpetuate discrimination against female students in academia. The manipulation of digital learning management systems (LMS), the dismissal of legitimate concerns, and the manufacturing of pseudoscientific explanations are clear examples of these challenges.

Systemic Discrimination and Its Impact

The experiences described at WSU illustrate a broader pattern of gender discrimination within educational institutions. Female students often face unique challenges that are not adequately addressed, leading to a sense of isolation and frustration. For example, the deliberate manipulation of online systems can lead to grade changes without notification, spoofing emails, and the denial of network access. Such actions can significantly impact a student's performance and well-being.

Gender Stereotypes and Their Consequences

The article details how gender stereotypes play a significant role in the treatment of female students. In the aftermath of these issues, female students are often labeled with negative traits, such as being "oppositional defiant" or "socially inept," while similar behavior in male students might be seen as more acceptable or even praiseworthy. This perpetuates a double standard, where female students are held to a higher and more critical standard of performance and behavior.

Consequences and Lessons Learned

The consequences of such systemic issues are profound. Female students are often marginalized, leading to increased stress and a sense of unworthiness. Their potential contributions to STEM fields are stunted, and the systemic issues can leave long-lasting scars on their academic and professional journeys. One of the most significant lessons learned from this experience is the importance of transparency, accountability, and the elimination of discriminatory practices.

Steps Toward Reform

For schools looking to encourage more girls to pursue STEM fields, it is imperative to address these systemic issues head-on. This includes:

Ensuring Accreditation: Accreditation is a critical component of trust and credibility in academia. Schools must ensure they meet high standards set by recognized accrediting bodies. Addressing Discrimination: Schools must actively work to eliminate gender stereotypes and ensure that all students are treated fairly and equitably. Supporting Female Students: Providing adequate support, such as mentorship programs, counseling services, and access to resources, can help female students overcome the challenges they face. Critical Thinking and Transparency: Encouraging critical thinking and transparency in how policies and practices are implemented can prevent the creation and perpetuation of pseudoscientific justifications.

WSU serves as a cautionary tale of what can go wrong when basic principles of academia are compromised. The lessons learned from this experience are invaluable and should inform the way schools approach STEM education and student support.

Conclusion

Encouraging girls to pursue STEM fields is not purely a matter of personal preference or individual effort; it requires systemic change within educational institutions. By addressing issues such as accreditation, discrimination, and the provision of support, schools can create a more inclusive and fair environment for all students, including women. The example of WSU should serve as a reminder of the importance of transparency, accountability, and the elimination of discriminatory practices in STEM education.