STEM and Inspiration
RE: H.R. 4515. To amend the
Elementary and Secondary Education Act of 1965 to provide grants to eligible
local educational agencies to encourage female students to pursue studies and
careers in science, mathematics, engineering, and technology.
Dear Representative Kuster:
As a middle school mathematics teacher as well as a doctoral
student at the University of New England, I am writing to gain further insight
into Getting into Researching, Learning & Studying of STEM Act of 2014 or
the Girls-STEM ACT of 2014 (Bill H.R. 4515).
The goal of supporting girls in STEM is one which is dear to my
heart. The intent to encourage the ongoing interest of female
students in careers requiring skills in STEM and to prepare female
students to pursue industry-recognized credentials needed to pursue a career in
the STEM related fields is one which I hope to see our nation support
whole-heartedly. I can see myself taking full advantage of said grants so as to
serve underrepresented or low-income students, and to establish or implement
programs to ultimately support girls in the area of STEM.
Reviewing H.R. 4515 initially, I supported it
100%. The intent of supporting girls in science, technology, engineering and
mathematics is one which is dear to my heart. However, after viewing Public Policy and the Power of Networks
(Thersaorg,
2010), I began to look at the details of this bill differently; through
the lenses of value, facts and myths.
The potential awarding of grants via H.R. 4515
is based on the assumption that the suggested actions will encourage the
ongoing interest of female students in STEM careers and prepare female students
to pursue credentials needed for a STEM career. The actions suggested are
mythical in the sense that there is no support that they will indeed have a
direct impact on the intended of encouragement and preparation.
H.R. 4515 fails to define the current levels of interest
of female students in STEM careers and also fails to discuss the current levels
at which females pursue STEM careers. Women have made great strides in the STEM
fields since the passing of Title IX of 1972. According to Women and Girls in Science, Technology, Engineering, and Math (STEM)
from the Executive Office the President (2012), women currently earn 41% of
PhDs in STEM fields. Women have made huge gains in life sciences and social
sciences with approximately 49% of the workforce in life and biological
sciences being female according to the National Coalition for Women and Girls
in Education (NCWGE). There has even been a report of a 50% increase in these
fields over the past two decades by the NCWGE (2012). Where does the current
problem lie?
Women, however, remain under represented in the
fields of computer science and engineering. Despite being nearly equal in high
school engineering classes, women represent 18% of engineering undergraduate
degrees and about 11% of the engineering workforce (NCWGE, 2012). What
additional verifiable information can be used to support the actions noted
within this bill?
Considering this limited data, are the suggested
actions of H.R. 4515 diagnostic in nature? How might the implementation of
fewer clarified actions have a direct and/or greater impact on girls and STEM? Ideally
it would be supportive in nature to see additional facts that support the
causal claims intertwined within this bill to have a greater impact on girls
and STEM. As a teacher, I can make speculations but I would like to see data
which defines the specific needs so as to better determine if H.R. 45415 is
aimed at meeting these needs.
H.R. 4515 defines the intended value it would
like to invoke on the education and future of girls in our nation but is
lacking in quantitative measures. Title
IX at 40: Working to Ensure Gender Equity in Education (2012) states that “federal science agencies,
which are responsible for ensuring that academic institutions
to which they
offer grants comply with Title IX, have an uneven track record in monitoring
compliance. How will the implementation of this bill be different? As it is
written its intent is to support local agencies but who and how will these
local agencies be monitored? I would be interested to learn about the quantitative
measures which will be used to determine growth and/or success as well as the
plans for monitoring proposed actions.
How would the passing of H.R. 4515 would impact the effect
the taxpayer financially? This is an important factor to consider with all
policy considerations.
The Girls-STEM Act of 2014 lends itself towards
positive improvements for girls in the area of STEM. However, I am concerned
that the actions proposed are not backed by facts and/or data. More important
is the fact that there are no measurable outcomes proposed and the intended actions
are diagnostic in nature. Bardach (2011) addresses in A practical guide for policy analysis: The
eight fold path to more effective problem solving as reasons for being
skeptical in examining problems.
As a strong advocate of women in STEM, I see the positive goals
and intentions of H.R. 4515. To support this bill, I would need to know about
the quantitative measures that would be used to determine success, growth
and/or progress of awarded grants. Additionally, data which support the
intended actions would prove to be beneficial as well as how a clear definition
as to how the awardees may be determined. Such provisions would move the
mythical aspects of this bill to facts and value which support the intended
expenditures.
Thank you for your time and interest. I look forward to hearing
back from you so I can learn more about the Girls-STEM Act of 2014 and advocate
for increased support.
Sincerely,
Katrina Hall
At the time I had an opinion, but now I feel as if girls and STEM has become a part of me. I continue to work and advocate for the future of our young women in these fields. This is not to say that I have pushed aside the relationship of boys in STEM but I feel as if the girls need more attention in the situation until there is some level of equality for all. All should have a fair chance.
I have worked at various angles to bring about specific opportunities to inspire our future female leaders. I have specifically enjoyed connecting groups of middle school girls with the NH High Tech Council and Tech Women | Tech Girls.
We have had the chance to hear from inspirational female leaders who have reached beyond the glass ceiling to achieve their goals as well as meet with other leaders in the STEM fields at the Ambassador Week hosted by Nashua North High School.
We have even attended a Town Hall Forum with Candidates for U.S. Senate and NH Governor. Our middle school girls have been nothing but inspired by these opportunities and events.
My next phase reaches beyond girls and STEM. After learning of the STEM Docent opportunity offered through the UNH Extension, I felt I could reach out to no only girls in my classroom, but also to boys and girls in community...even the state. I have taken to heart what "Bill Gates, Neil de Grasse Tyson and Jane Goodall have all had at least on their careers".....Inspiration.
What have you taken on to Inspire our youth?
