Self-reflection questions:

1. What is one of the main barriers to girls' STEM education at an early age?

a) STEM teachers have overly high expectations
b) Limited access to quality STEM education in primary schools
c) Girls are naturally less interested in STEM subjects
d) STEM curricula are too complex

2. How does gender bias affect classroom dynamics?

a) Boys automatically receive higher grades in STEM subjects
b) Girls are encouraged more to study STEM subject
c) Boys often dominate discussions, and teachers perceive them as more capable
d) Gender bias in the classroom is not an issue

3. Why might girls feel that STEM is not for them?

a) Women have never been successful in science and technology
b) Curricula do not sufficiently represent women's achievements and contain stereotypes
c) Girls generally prefer humanities over STEM subjects 
d) STEM careers are physically too demanding

4. What is one solution to promote gender equality in STEM education?

a) Reducing the number of STEM teachers
b) Creating STEM programs exclusively for boys
c) Developing mentorship and scholarship programs for girls
d) Stopping STEM education in primary schools

5. Why is it important to promote gender equality in STEM education?

a) It helps reduce the number of people working in STEM careers
b) It is essential for innovation and economic growth
c) It ensures that only women succeed in STEM careers
d) It guarantees that only boys receive higher education

Answers:

1. ✅  Correct answer: b) Limited access to quality STEM education in primary schools
2. ✅  Correct answer: c) Boys often dominate discussions, and teachers perceive them as more capable
3. ✅  Correct answer: b) Curricula do not sufficiently represent women's achievements and contain stereotypes
4. ✅  Correct answer: c) Developing mentorship and scholarship programs for girls
5. ✅  Correct answer: b) It is essential for innovation and economic growth 

Self-reflection questions:

1. How do cultural expectations affect women's participation in STEM fields?

a) They support women's active participation in STEM careers
b) They promote equality in STEM education
c) They place women in traditional roles that may conflict with the demands of a STEM career
d) They do not influence women's interest in STEM fields

2. What factor may influence girls' career choices through family and peers?

a) Parents and guardians actively supporting STEM education for girls
b) Unconscious discouragement from science due to perceptions that it is too difficult or unsuitable for girls
c) Special school programs designed for girls in STEM
d) Encouragement from peers to pursue engineering and technology

3. How do gender perceptions affect women's career choices?

a) They create more opportunities for women in STEM careers
b) They limit women's opportunities in STEM fields by directing them toward caregiving or teaching professions
c) They have no impact on women's career choices in STEM
d) They encourage women to work equally alongside men in STEM fields

4. How can media influence girls' perceptions of scientists and STEM careers?

a) The media often portrays scientists as men, which may make girls feel that they do not belong in this field
b) The media always shows women as leaders in STEM, encouraging more girls
c) The media has no impact on girls' career choices
d) Scientists are always portrayed in a gender-neutral way in the media

5. Why is it important to make media portrayals of scientists more diverse?

a) It reinforces the traditional image of a STEM career
b) It helps girls and underrepresented groups see STEM fields as a realistic career option for themselves
c) It has no effect on the number of girls studying STEM
d) It only helps male scientists gain more recognition

Answers:

1. ✅ Correct answer: c) They place women in traditional roles that may conflict with the demands of a STEM career
2. ✅ Correct answer: b) Unconscious discouragement from science due to perceptions that it is too difficult or unsuitable for girls
3. ✅ Correct answer: b) They limit women's opportunities in STEM fields by directing them toward caregiving or teaching professions 
4. ✅ Correct answer: a) The media often portrays scientists as men, which may make girls feel that they do not belong in this field
5. ✅ Correct answer: b) It helps girls and underrepresented groups see STEM fields as a realistic career option for themselves 

Self-reflection questions:

1. How does media influence girls' perception of STEM fields?

a) Media does not affect girls' interest in STEM subjects
b) Media can create biases, but it does not influence girls' self-esteem
c) Media portrayals can reinforce stereotypes, but critical media literacy helps identify and challenge them
d) Media always helps girls develop an interest in STEM

2. Why are diverse role models important in STEM?

a) They show that only certain types of people can succeed in STEM
b) They inspire girls to believe that they, too, can be successful in STEM
c) They do not influence girls' choices or self-esteem
d) They limit girls' career opportunities in STEM

3. What role do teachers and parents play in supporting girls in STEM?

a) They do not influence girls' interest or confidence in STEM
b) They can actively create equal opportunities and boost girls' confidence
c) Only teachers can support girls in STEM
d) Only parents can support girls in STEM

4. What is one key way to overcome psychological barriers in STEM?

a) Positive feedback and encouragement that boost confidence
b) Steering girls only toward humanities subjects
c) Limiting STEM education to reduce competition
d) Separating girls into their own STEM classrooms

5. How can we help girls succeed in STEM?

a) Leaving them to handle their challenges alone
b) Providing mentorship, encouragement, and inclusive educational practices 
c) Encouraging girls to avoid difficult STEM subjects
d) Focusing only on developing boys' interest in STEM

Answers:

1. ✅ Correct answer: c) Media portrayals can reinforce stereotypes, but critical media literacy helps identify and challenge them
2. ✅ Correct answer: b) They inspire girls to believe that they, too, can be successful in STEM 
3. ✅ Correct answer: b) They can actively create equal opportunities and boost girls' confidence
4. ✅ Correct answer: a) Positive feedback and encouragement that boost confidence
5. ✅ Correct answer: b) Providing mentorship, encouragement, and inclusive educational practices 

Self-reflection questions:

1. What is the stereotype threat in STEM education?

a) It is a positive effect that helps girls perform better in STEM subjects
b) It is the fear of confirming negative stereotypes, which can impact girls' confidence and performance in STEM subjects
c) It means that girls are naturally weaker in STEM subjects than boys
d) It does not affect girls' academic success

2. What is the impact of impostor syndrome on girls in STEM education?

a) Girls feel that they belong in STEM fields and perform well
b) Girls believe that their achievements result from their personal abilities
c) Girls may feel that their success in STEM is due to luck rather than their abilities
d) Impostor syndrome does not affect girls' participation in STEM fields

3. How does gender socialization influence girls' interest in STEM subjects?

a) Girls are often encouraged to pursue caring and communication-related fields, while boys are steered toward technical and analytical fields
b) Gender socialization does not influence girls' career choices
c) There have always been more women than men in STEM fields
d) Girls receive more science-related toys than boys, which increases their interest in STEM

4. How can teachers' implicit biases affect girls' success in STEM subjects?

a) Teachers may unconsciously encourage boys more in STEM subjects and give them more complex tasks
b) Teachers always treat all students equally, and their biases do not affect students
c) Teachers give girls more feedback and support in STEM subjects
d) Girls' low confidence in STEM is solely due to their personal choices

5. How can girls overcome psychological barriers in STEM education?

a) By creating supportive environments where teachers, parents, and mentors encourage girls to participate in STEM
b) By leaving girls to face their fears alone so they learn to deal with them independently
c) By directing girls only toward humanities to prevent them from failing in STEM
d) By encouraging girls to avoid competitive STEM courses

Answers:

1. ✅ Correct answer: b) It is the fear of confirming negative stereotypes, which can impact girls' confidence and performance in STEM subjects
2. ✅ Correct answer: c) Girls may feel that their success in STEM is due to luck rather than their abilities 
3. ✅ Correct answer: a) Girls are often encouraged to pursue caring and communication-related fields, while boys are steered toward technical and analytical fields
4. ✅ Correct answer: a) Teachers may unconsciously encourage boys more in STEM subjects and give them more complex tasks 
5. ✅ Correct answer: a) By creating supportive environments where teachers, parents, and mentors encourage girls to participate in STEM 

Case Study:

HK Unicorn Squad from Estonia

The HK Unicorn Squad is an Estonian initiative dedicated to providing technology education exclusively for girls aged 8 to 14. Founded in 2018 by Taavi and Kerstin Kotka, along with leader Liis Koser, the program aims to cultivate interest in engineering, robotics, and natural sciences among young girls through practical and engaging activities.  

Program Structure:

Curriculum: The program offers a three-year curriculum where girls engage in hands-on tasks such as programming, building electric engines, and flying drones. These activities are designed to be fun and educational, helping to demystify technology and encourage participation.  

Accessibility: To ensure widespread participation, the Unicorn Squad provides free educational kits containing all necessary materials and instructions. Local groups can easily implement the program without requiring leaders to have prior technological expertise. Materials are reused and circulated among groups to maintain sustainability.  

Growth and Impact:

Expansion: Starting with just 17 participants, the program has expanded significantly. By 2023, nearly 3,000 girls across Estonia have participated in Unicorn Squad activities. The initiative operates almost 200 local clubs nationwide,including in areas like Muhu island, central Tallinn, and the border town of Narva.  

Collaborations: In 2022, the Unicorn Squad partnered with Tallinn University of Technology (TalTech) to extend technology education to upper secondary school girls. This collaboration aims to involve up to 4,000 girls in IT and technology courses in the coming years.  

Future Aspirations:

The long-term goal of the HK Unicorn Squad is to integrate its program into formal school curricula, making contemporary technology education a regular part of the learning process for all children. To achieve this, the organization collaborates with other science education initiatives and schools in Estonia to develop educational content.  

By focusing on creating an inclusive and supportive environment, the HK Unicorn Squad is making significant strides in bridging the gender gap in technology and inspiring the next generation of female innovators in Estonia. 

References:

https://eestielu.ca/the-entrepreneurial-estonian-girls-who-like-unicorn…

https://digitalcitizenshipmap.eu/node/22

https://taltech.ee/en/news/taltech-and-unicorn-squad-entice-thousands-g…;