See it to be it – getting girls and non-binary students into STEM
03 June 2024
Amy Brewer, Science Subject Advisor
Earlier this year I represented OCR at the launch of Stemettes’ white paper entitled “Equitable Curriculum Reform: More and Diverse Women and Non-Binary Representation in the UK GCSE and A Level Science, Technology, Engineering and Maths Curriculum”. In this blog I’ll explain my involvement in the project and look at some ways we can improve representation in science, technology, engineering, and maths (STEM) subjects.
Launching the white paper
The Stemettes white paper aims to improve the inclusion of more relatable role models in UK STEM curriculum content. OCR made valuable contributions to the round table discussions on the subject, leading to interviews for the paper, and finally speaking on the panel at the launch itself, championed by Dawn Butler MP.
As a mother of three girls, a passionate STEMinist and having worked with Stemettes resources as a science teacher I jumped at the opportunity to take part. Stemettes is an award-winning social enterprise who have worked over the last 11 years to engage, inform and connect girls, young women and non-binary people with STEM careers. The paper was prompted by a letter that three Stemettes wrote to the Secretary of State calling for action to readdress the lack of representation of women scientists in the exam specifications.
One of the things I highlighted on the panel was the continued support from OCR via resources to enable time-poor teachers to easily introduce more representation in their lessons from a diverse range of STEM careers and role models. Our STEM contributors resource has been promoted by stakeholders who have an EDI focus, like the Association for Science Educations: “This is the resource that inclusive educators have been hoping for: a quick and easy way to link lessons to a diverse range of role models. We know how important it is for young people to see themselves in what they learn. And now it has just got a lot easier.”
My daughters know that Mummy loves science and that absolutely any career is accessible to them, but so many more girls aren’t as lucky to have a resident science geek sharing the joy of STEM with them. Women make up around 26% of the STEM workforce, and if the rate of women entering STEM workplaces continues at its current pace, there will not be equity until 2070. Meanwhile a BCS report states that it will take 283 years before women make up an equal share of the tech workforce at the current rate. This is further compounded by the Teach First report that over half of parents from a low socioeconomic background do not see a place for their children in a STEM career.
What are OCR’s next steps?
We have just launched our own review into secondary curriculum and assessment, with the former Education Secretary, Charles Clarke, as chair, and one of the focus areas is curriculum evolution. Inclusion and representation should be part of any conversations in STEM subjects.
The science subject advisor team will continue to promote inclusion and representation through our blogs, communications with teachers and recommendations for resourcing, and in our support of the qualifications going forward. We hope to also continue to work with groups like ASE and Stemettes to make sure we are consulting with key stakeholders to bring about improvements in the qualifications.
What can we do in schools?
Firstly, consider your science department. Do your teaching resources represent a diverse population of scientists and individuals in your lessons? Are the contexts and the language you use representative of the students in your school, and do you recognise the influence of bias on student engagement? Are you challenging stereotypes and myths about the roles of men and women in science? Do you champion the many varied STEM careers in your lessons consistently throughout the term, or are these opportunities restricted to British Science Week or INWED? Do you have a consistent approach across the science department or would more CPD around diversity and inclusion be appropriate?
The second thing I would recommend is reading the paper, written by Callie Winch FRSA, and sharing their recommendations for educators with your SLT. Is there “whole school equity”? Do they hear an art teacher tell them how hard science is? Does a head of year tell them that ‘science is for boffins’? And what are you doing to promote STEM careers with students? Can they see the creativity and diversity of opportunities in STEM through the school’s careers programme and are you working with other departments to do this? Does your school have a disproportionate emphasis on the “academic” when you talk about progression or do you discuss vocational and apprenticeship options with equal authority?
Other things that you could do is to submit a statement of support for the Stemettes white paper. You could become a Gender Action supporter, challenging stereotyping in all aspects of school life. Encourage senior leaders to sign up to a #DiverseED Masterclass, CPD with Diverse Educators, or see if there is a local organisation in your area. Consider training with Be Her Lead and create a group in your school.
Finally, get in touch with me at OCR and tell me how you’re working to support more girls and non-binary students to take up STEM subjects and careers. I’d love to hear how we can develop our learning materials to support your science department and share your best-practice with the OCR community.
Where can you go for more help?
Stemettes organise free events and programmes in schools to enhance and supplement STEAM (science, technology, engineering, arts and maths) learning.
ASE, Inclusion in Science is a fully-funded, DfE national project that aims to teachers of KS3/4/5 science in state-funded schools in England to move forward with EDI.
Diverse Educators work with state schools, independent schools and international schools to support them with their DEI strategy and their DEI training needs.
Your Genome allows you to explore the wide range of people, roles and careers in genomics.
STEM learning clubs are an important outlet to ignite new interest and to raise attainment in STEM subjects through more imaginative and inventive teaching methods.
Gender Action is an award programme which promotes and supports a whole-school approach to challenging stereotypes.
IOP, Limitless produces Limit Less careers booklets, which are aimed at 12-15-year-olds and their families.
The RSC’s inclusion and diversity resources help to promote access to and inclusion in the chemical sciences.
Stay connected
Share your thoughts in the comments below. If you have any questions, you can email us at science@ocr.org.uk, call us on 01223 553998 or message us on X (formerly Twitter) @OCR_Science. You can also sign up to subject updates to keep up-to-date with the latest news, updates and resources.
About the author
Amy joined OCR in May 2022 and is a subject advisor for GCSE Sciences and Applied Science. Before joining OCR, Amy taught chemistry to 11-18 year olds for 16 years and was responsible for planning her school’s science schemes of learning. In addition to her teaching responsibilities, Amy mentored PGCE students, was responsible for the progress of KS5 science students, and is committed to improving diversity and inclusion in the sciences.
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