Running head: STEM PROGRAM CHANGING LIVES OF GIRLS 1

STEM Program Changing Lives of Girls

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STEM PROGRAM CHANGING LIVES OF GIRLS 2

STEM Program Changing Lives of Girls

In the modern society, technical subjects such as science, computer, technology,
mathematics, and engineering have always been dominated by the males. Historically, female
students pursue disciplines such as arts and languages due to the view that science subjects
are hard thus meant for men who have the competence. Henceforth, I always thought that
technical disciplines are purely made for men since they have the ability and capability to
accomplish the course well. According to Vermeer (2017), males performance in the science
subjects is outstanding compared to one of the girls. I studied mathematics at the high school
and higher level since I viewed mathematics as fun and simple. However, after reading Leslie
Vermeer article on Science, Technology, Engineering and Mathematics (STEM) program for
females, I see that my view is too narrow concerning pursuing science subjects for female
learners. My narrow focus was as a result of my privilege that I am a white male student who
grew up in Canada where the maths and science courses are dominated by males as well as
the industry jobs based on the subjects are dominated by men too.
For instance, the article describes how the STEM program has significantly made
advancement to the females concerning science-related careers and courses at the higher
level. According to Vermeer (2017), women have made substantial developments in
university, including program areas that were populated by men. The program has
extensively encouraged female students to pursue technical subjects such as sciences,
technology, and mathematics. Consequently, the women have commenced on dominating the
labor market hence improvements in the economy as a whole. According to the Economic
Cooperation and Development (ECD), there is a significant increase in the number of girls
that perform well than boys across the world except in some states such as United States,
Canada, and Britain (Tango, 2015). Additionally, the establishment and continuous emphasis
of STEM program in Canada and other countries have significantly increased the
performance of females as it regards the science and technical subjects. Additionally, the
current number of female students pursuing science subjects is rising which implies that the
STEM program is of benefit to the country. Consequently, the females have begun to
dominate the labor market regarding job match, employment. Additionally, their living
standards have improved due to better earning as Tango (2015) puts it clear that careers in the
STEM are highly remunerated not only in Canada but the whole world.
The most striking thing as I think of the article is the benefits that females accrue from
the STEM program. For instance, the myth about female and male careers is demystified.
Also, the program instills the confidence and competence of females as it concerns
prevalence in the science-related careers. Consequently, women can earn income since
technical courses are associated with good salary hence improvement in lifestyles and
standard of living. When I think of my experience in pursuing mathematics, it taught me that
studying such subjects is not easy thus, it requires a great effort to perform well and be
successful. It is clear that young girls who get the opportunity to study the technical units, be
it in Canada or China, their chances of success in life are high.
Historically, science-related careers were dominated by men. According to a survey
conducted, there were flattening and decline of women enrollment in technical courses in
Canada between 2001 and 2007. Statistically, as the number of males pursuing engineering
increased in Canada, the proportion of females remained constant at approximately 19-20%
(Tango, 2015). The reality is that young women and girls taking maths and science encounter
a lot of resistance not only from men but also teachers and parents. Mohamed EL Daly puts it
clear that girls become self-consciousness concerning their math and science participation as
early as Grade three (Tango, 2015). On the same note, most of the employers give first
chances to males with similar academic certification in science-related careers. Consequently,
females lose focus and concentration as it pertains science courses as men populate them.
STEM PROGRAM CHANGING LIVES OF GIRLS 3

However, it is important to encourage girls to participate in the science courses not only in
Canada but also global wise. In fact, both boys and girls have similar competence and
capability.
In conclusion, girls should be given an equal chance to boys as it regards studying
subjects like math and sciences not only in Canada but also across the world. Additionally,
teachers and parents should encourage female to pursue technical careers which are
predominantly dominated by men. On the same note, employers should give priorities to girls
who academic qualification in the science areas to motivate other girls in pursuing this
courses. It will be a great achievement if the performance of females goes up above the
performance of boys not only in this country but worldwide. Also, I am interested in carrying
out a further research about the right for females to undertake math and science courses and
be given priority at workplaces, to see how female education concerning STEM careers can
be promoted for girls around the world.
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References
Hango, D. (2015). Gender differences in science, technology, engineering, mathematics and
computer science (STEM) programs at university. Retrieved from
https://www.statcan.gc.ca/pub/75-006-x/2013001/article/11874-eng.htm
Vermeer, L. (2017). Science, Technology, Engineering, And Math Careers: Where the Girls
Arent- Attracting Girls to Math and Science Careers Is in Everyones Interest.
Retrieved from http://www.t8nmagazine.com/science-technology-engineering-math-
careers/