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INSPIRING GIRLS IN STEM Closing the gender gap in STEM fields, girls’ schools are catalysts for change. Institutions like St Mary’s School are pivotal in creating a space where young women can excel
R esearch consistently shows that girls’ schools create an atmosphere where young women feel empowered to pursue interests and excel in traditionally male-dominated fields like STEM. According to Dr Tiffani Riggers-Piehl from the University of Missouri-Kansas City, girls’ school graduates report greater science self-confidence compared to their co-educated peers. This confidence is foundational in encouraging girls to explore their potential in STEM disciplines. St Mary’s – as the only girls’ school in Cambridgeshire – is uniquely positioned to shape the future of female representation in STEM in further education and the working world. Commitment to providing
a supportive and inclusive learning environment ensures girls have equal access to resources, opportunities and role models in these fields. For St Mary’s girls, there are no limits. The all-girls educational environment is a safe space for students to explore, make mistakes, learn and nurture their passions. Goodman Research Group found that girls’ school leavers are six times more likely to consider maths, science and technology at university. This statistic highlights the significant impact of a single- sex learning environment in shaping girls’ aspirations, future choices and career paths in STEM. Charlotte Duhaney, head of marketing and communications at St Mary’s, stresses the critical role of girls’ schools in closing the gender gap in STEM. “Girls’ schools provide a nurturing environment where young women can thrive in STEM fields. By fostering a culture of empowerment and excellence, these institutions inspire girls to pursue careers in typically male- dominated industries and become leaders in their chosen fields.” Dr Linda Sax of UCLA discovered that girls’ school leavers are three times more likely to consider engineering careers compared to their co-educated peers. Other recent studies also suggest girls’ schools may mitigate the decline in student performance and attitudes towards maths during middle school years compared to
co-educational schools. Dr Carlo Cerruti from Harvard University’s research findings provide evidence of this trend, showcasing the positive impact of girls’ schools on attitudes towards STEM subjects from a young age. Furthermore, girls from all-female courses report more academic interests in computer science or potential to pursue a computing career. In light of these findings, it’s evident that all-girl environments help build community, curiosity and confidence – increasing girls’ self-reported amount of learning and fostering a supportive atmosphere for pursuing STEM subjects. Through education and progressive initiatives, schools like St Mary’s are closing the gender gap in STEM. By embracing values of inclusivity and empowerment, they are helping shape a more equitable and diverse future for women in STEM.
Find out more at stmaryscambridge.co.uk , email enquiries@stmaryscambridge. co.uk, or call 01223 353 253. Bateman St, Cambridge CB2 1LY
HIGHLY CONCENTRATED The caring environment at St Mary’s encourages pupils to explore STEM subjects
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