1. Myth: From the time they start school, most girls are less interested in science than boys are. 

Reality: In elementary school there are about the same number of girls (66%) as boys (68%) who report liking science. But, by second grade, most students portray a scientist as a white male in a lab coat. Children often draw women scientists as severe and not very happy. There is a stereotype of the relationship between gender and careers in science. By eighth grade, boys are twice as interested in STEM careers as girls. 

2. Myth: Classroom interventions that work to increase girls' interest in STEM run the risk of turning off the boys.

Reality: Interventions that work to increase girl’s interest in STEM, such as showing images of women scientists, also increase such interest among the boys. 

3. Myth: Science and math teachers are no longer biased toward their male students.

Reality: Teachers, without realizing it, often treat boys differently than they do girls, explaining more to boys when asked for assistance, while just simplifying experiments for the girls.

 

Girls Creating Games was created as an afterschool and summer program designed to support the interest of middle school girls in computers and information technology. Its goal is to increase the number of females in the IT workforce. 

4. Myth: When girls just aren't interested in science, parents can't do much to motivate them.

Reality: Parental support has been shown to be crucial to a girl's interest in science, technology, engineering, and math. Parents can make girls aware of the range of science and engineering careers available, the relevance of these jobs in society, and the types of courses and grades necessary to put students on a path to a STEM career. A guide for parents can be found at Sally Ride Science. 

5. Myth: At the college level, changing the STEM curriculum runs the risk of watering down important "sink or swim" coursework.

Reality: Women often perceive "Bs" as inadequate grades and drop out, while men with "Cs" will persist with the class. Effective mentoring and "bridge programs" that prepare students for challenging coursework can counteract this. To help retain both women and men in engineering schools, programs should:

• have students work in pairs on programming in entry-level computer science and engineering courses, and
• provide coursework in spatial visualization.

One of the most effective interventions is mentoring. MentorNet, a virtual e-mentoring network and community offers award-winning, research-based, technology-leveraged mentoring programs that pair young people with professionals working in STEM careers in industry, government, and higher education.

Additional, helpful resources funded by the National Science Foundation are available online.