What is that one unique trait you have that is valuable for your school? What is your vision for the future as teachers of your school? Do you dare to dream? How do you expand your comfort zone? Can education technology replace teachers in the class room?
This and many more thought-provoking questions were part of a unique opportunity for 17 Science and Math teachers and principals from five government schools of the Hyderabad district in India to participate in a two-day reflection process.
The percentage of girls admitted each year to the prestigious Indian Institutes of Technology has been falling. The Joint Entrance Exam 2012 report states that the percentage of girls admitted has decreased from 9.9 in 2011 to 9.7 in 2012. My previous post, Introducing the Girls’ STEM Education Program in India, explains a few of the causes and our endeavors to break those barriers. In continuation of the needs assessment plan for the pilot program to be launched in Southern India, the IIE team set out for another site visit in December 2013.
While the literacy rate among girls is getting better gradually, the gender gap still continues and when it comes to Science, Technology, Engineering and Math (STEM) fields, girls are significantly underrepresented in most parts of India. Various factors are responsible for this disparity, such as differential socialization of men and women, impaired self-confidence and expectations regarding the impact of children on women's academic careers. Parents may not want to spend money for their daughters, or do not want to send their daughters to faraway places for safety concerns. The roots of this problem in India lie in the different gender experiences of boys and girls. As young girls and women, females are socialized to seek help and be help givers rather than to be self-reliant or to function autonomously or competitively, as are boys.