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It would not be an exaggeration to state that Science, Technology, Engineering and Mathematics (STEM) fields are spaces shaped dominantly by men and the conventional masculinity that they bring. Unfortunately, this is not just a figment of imagination but a fact when one sees the spaces of scientific and technological education, innovation, creation and use. The disparity is neither a recent development nor an issue that has been tackled effectively. Feminist Approach to Technology (FAT) is an organization that is challenging the exclusionary attitude of these spaces and is illustrating through its work that women are as capable in STEM fields as men, if not more. 

In this regard, FAT conducted a study to understand why young women, particularly from lower economic strata, don’t opt for STEM subjects in higher classes. This research study was conducted in five government and one private school in South Delhi. The research was a result of Google RISE award that FAT won combined with generous support from Global Fund for Women and Vikas Society for People’s Development.

The study was premised on the idea that STEM education and career for women is intrinsic in equal contribution of women in an emerging field, which is increasingly becoming ubiquitous. It is also important because people who are involved in decision making with regard to STEM look into everyday use of science and technology and, therefore, involving women will enable in making their lives at par with men. 

The study began with a pilot study held at the Tech Center. The study surfaced that while girls are extremely fond of STEM subjects, they are unable to pursue it because of restrictions and limitations from the family that has emerged out of deep-rooted patriarchy as well as challenges girls face within the classroom. The pilot study gave multiple threads to understand the complicated ways in which society inhibits girls from pursuing STEM subjects.

Following the pilot study, three methods were adopted to understand girls’ attitudes and interest towards STEM subjects. The first step was to analyze the report cards of girls and boys from class 6-9. This led to the revelation that the performance of girls compared to that of boys was better in lower classes and equal in higher classes. Yet girls felt that the difficulty in STEM subjects impacted them more and it isn’t something for them to study. Adding to this fear was a firm belief of boys being better at Science and Mathematics than compared to girls, without providing any evidence. This notion was found through a group discussion that was held with girls and boys from the schools. The final method was to ask girls and boys a set of questions that were developed through a questionnaire. This method led to the revelation that girls’ fear of STEM is not only individual but an amalgamation of various factors like parents’ and teachers’ attitude, institutional and societal sexism for women who make an attempt to pursue STEM further. 

The research threw some interesting observations regarding attrition of girls from STEM subjects and career. In this regard, the report states three key recommendations:

1. One needs to plan and design interventions for generating interest in STEM among girls of such background by using creative and simple methods.
2. In order to build their abilities and interest, this intervention can be two-fold—one being exposure to role models and second being laying early foundation of interest in the field.
3. Interventions need to be targeted at girls as well as teachers to build their interest and abilities as well as sustain it. Bringing in different stakeholders such as teachers will ensure that student – teacher engagement is long-term and not just one-off.

For a detailed report, please follow the link - http://fat-net.org/sites/default/files/resources/files/FAT_STEM_GIRLS_Report_2014.pdf. If you would like a hard copy of the report posted to you, please email us at projects@fat-net.org.