Self-Assessment Questions:

• What steps can you take to increase your awareness of the impact of parental expectations on girls' academic choices in STEM fields?
• How does the presence of gender stereotypes in science among parents affect the confidence and interest of girls in STEM?
• What strategies can you develop to break gender stereotypes with parents?
• Why is it important for parents to encourage their daughters' participation in scientific activities?
• How can you support these encouragements with a plan?
• How can you more effectively convey to parents that scientific abilities are independent of gender?
• What concrete steps can you take in your school environment or community to increase parents' involvement in STEM education?

References:

Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles' expectancy-value model. Journal of Applied Sport Psychology.

Hill, C., & Tyson, D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist. 

Self-Assessment Questions:

• What is the importance of building trust between educators and parents?
• How can you establish this trust within your communication strategies?
• Why is it important to organize STEM workshops for parents?
• What factors should you consider when planning such a workshop?
• How can conducting scientific experiments at home increase girls' interest in STEM?
• What can you do to increase parents' participation in these experiments?
• How can sharing success stories of female STEM professionals influence girls' motivation? 
• What are effective ways to share these stories?
• What practical steps can you take in your school or community to encourage parents to participate in STEM activities?

References:

Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles' expectancy-value model. Journal of Applied Sport Psychology.

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. Retrieved January 16, 2024,  

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences.

Hill, C., & Tyson, D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology.

Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. AAUW.

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist.

Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology.

UNESCO. (2017). Cracking the code: Girls’ and women’s education in STEM. 

This forum aims to acquaint participants with guides, tools, and strategies that parents can use to support their daughters in scientific subjects, enabling effective implementation in their own educational settings. Participants will gain the skills necessary to make effective changes in their educational environments based on the knowledge acquired from the forum.

Participants: Teachers, education administrators, school psychologists, STEM coordinators Format: Online

Section 1: Making Science Engaging at Home - Guides and Toolkits

Activity: Educators are informed about guides and toolkits that parents can use to increase their daughters' interest in science. Resources such as "Play with Science" themed activities or STEM-focused books are introduced. Participants can use these guides to develop materials to advise the parents of their students.

Discussion Questions:

• What types of scientific activities can more effectively increase children's curiosity about science?
• How can accessible materials for home science applications be provided?

Section 2: Online Platforms and Communities

Activity: Various online platforms and communities for parents of children interested in science are introduced, such as "Khan Academy," "Let’s Talk Science," and the "STEM Parent Network." Information is provided on how these platforms can be used and the benefits these communities can offer. Participants discuss how to introduce and utilize these platforms in their educational settings and develop strategies.

Discussion Questions:

• How can online communities guide parents on scientific education?
• What methods can be used to reach a broader audience of parents with these platforms?

Section 3: Books, Videos, and Activities That Encourage Curiosity in Science

Activity: Participants are trained on books, videos, and activities that can increase children's scientific curiosity and how to effectively use these resources. Afterwards, participants evaluate science-related books and content to select resources they can present to parents and create a recommendation list. 

Discussion Questions:

• What types of content could be more effective in sparking scientific curiosity in children?
• How can we encourage parents to regularly use these materials?

Section 4: Parent Support Networks

Activity: Local and national STEM education networks that can support parents are discussed, such as the "STEM Parent Network" or the "National Girls Collaborative Project." Participants develop strategies on how they can access these networks in their areas and introduce and use them to assist parents.

Discussion Questions:

• What steps can be taken to enhance the benefits of STEM networks for parents?
• What resources can be used to establish local parent support groups?

Evaluation and Feedback 

At the end of the forum, participants evaluate the information they have gathered and provide feedback on the effectiveness of the training. They also prepare an action plan on how they will implement the resources for parents and the insights they have learned in their own educational settings.

Self-Assessment Questions

• How can you transform the information learned throughout the forum into practical applications in your educational environment?
• How can you further motivate your students' parents to engage with scientific subjects?
• How can you integrate the new information you learned about home-use scientific activities and toolkits into the resource list you plan to present to parents?
• What strategies can you develop to encourage parents to use these materials?
• Which of the introduced online platforms and communities do you think could be most beneficial for parents? Why?
• What communication methods do you plan to use to introduce these platforms to parents?
• Which of the books, videos, or activities that encourage scientific curiosity do you consider recommending to your students' parents?
• How can you encourage parents to regularly use these resources?
• What was the most effective idea or strategy discussed during the forum? Why?
• Have you designed an action plan to increase parents' involvement in their daughters' interest in STEM fields based on the information from the forum? What are the main outlines of this plan?

Sample Role Play Scenario: "Parental Involvement at a Science Fair" 

A school is organizing a science fair. At the fair, students will display STEM activities that require parental involvement. The aim of the event is to encourage parents to get more involved in STEM activities and to boost girls' confidence in science. The role play offers an opportunity to resolve potential issues and establish better communication through a dialogue between a parent and a teacher.

Roles: Parent (mother or father): A parent who cares about their daughter's interest in science activities but feels they lack sufficient knowledge about STEM activities. Teacher: A teacher organizing the science fair and wanting to involve parents in STEM activities. Scenario: The parent visits the "Simple Science Experiments at Home" booth at the science fair. The teacher in charge of the booth provides information and suggestions to encourage the parent to get more involved in STEM activities.

Role Play Dialogue:  

Teacher: "Hello, welcome to our booth! Have you seen the project your daughter is showcasing today? It's quite impressive."

Parent: "Yes, I've seen it. She's really excited, but I don't know how to support her with these kinds of projects at home. Science isn't exactly my forte."  

Teacher: "That's completely normal; not everyone is immersed in STEM activities. However, I can suggest a few simple methods you can use to support your daughter in scientific subjects. For example, you can do some fun chemistry experiments in the kitchen.  

Parent: "That sounds fun, but I don't know how to access the right resources.

Teacher: "We have a guide prepared for you. This guide includes easy experiments you can do at home and recommended science books. We're also planning to organize STEM-themed family days. Participating in these events can be both fun and supportive for your daughter.

Parent: "Great! This guide will be really helpful. And attending the family days sounds like a good idea, too."  

Teacher: "I'm glad to hear that. If you need more suggestions to increase your daughter's interest in science, feel free to contact me. Science is not just about knowledge; it's also about fun and curiosity.

Discussion Questions:

• How do you assess the strategies used by the teacher to involve the parent in STEM activities? Would this approach be effective in increasing parental involvement?
• If there were a different or additional communication method that could be included in this role play scenario, what would it be? 

This forum aims for participants to develop strategies for collaborating with parents to support the long-term success of girls in STEM fields and to acquire skills to break gender stereotypes using stories of successful women in STEM.

Participants: Teachers, education administrators, school psychologists, STEM coordinators Format: Online

Section 1: Forming Partnerships with Parents for Gender Equality

Activity: Participants will learn about ways to establish trust-based partnerships with parents and strategies to promote gender equality in schools and communities. They will exchange ideas on how to partner with parents and plan advocacy strategies for gender equality in their local communities, such as organizing joint STEM events, creating digital platforms to enhance parent-teacher communication, and planning campaigns to encourage parental participation in local STEM workshops.

Discussion Questions:

• What strategies are most effective for building trust-based partnerships with parents?
• How can parent-teacher collaboration be strengthened to support gender equality?

Section 2: Addressing Barriers to Parental Involvement

Activity: Factors that hinder parental involvement, such as time constraints and lack of STEM knowledge, will be explained. Successful examples of overcoming these barriers will be presented. Participants will brainstorm how to overcome these challenges and develop solutions.

Discussion Questions:

• What types of flexible programs can be created to increase participation of parents with time constraints?
• What resources can be offered to support parents without STEM knowledge?

Section 3: Creating a Shared Vision Between Teachers and Parents

Activity: Success stories of women in STEM, such as Marie Curie, Ada Lovelace, and Katherine Johnson, will be shared, and discussion will focus on how these stories can motivate parents and students. The session will concentrate on building a shared vision between teachers and parents to support the long-term success of girls in STEM fields. Participants will discuss how to integrate these success stories into teaching materials, parent meetings, or school events.

Discussion Questions:

• How can success stories of female STEM professionals be integrated into educational materials?
• How can these success stories encourage parents and communities to advocate for gender equality?

Evaluation and Feedback 

At the end of the forum, participants will evaluate the information acquired and provide feedback on the effectiveness of the training. They will also prepare an action plan detailing how they will implement what they have learned in their educational settings to strengthen collaboration between teachers and parents. This plan should particularly include methods recommended for building trust, resources to address the lack of STEM knowledge, and how to share women's success stories in STEM.

Sample Text for Activity: The success of girls in STEM (Science, Technology, Engineering, and Mathematics) not only affects their academic future but also strengthens gender equality. However, gender stereotypes and limited parental involvement can hinder the progress of girls in these fields (Eccles, 1994). Strong collaboration between educators and parents is crucial to overcoming these barriers and enhancing girls' participation in STEM fields. Trust in parent-teacher relationships is a cornerstone of effective collaboration. Trust increases parents' active participation in the educational process and supports advocacy for gender equality (Epstein, 2011). Educators are advised to adopt the following strategies to build trust:

Regular Communication: Establishing open and transparent communication channels with parents.

Family Participation Events: Organizing STEM-themed family days.

Digital Platforms: Using digital tools to enhance parent-teacher communication. These methods increase parents' interest in STEM and provide greater support for girls in scientific subjects. However, parental involvement is often limited by factors such as time constraints and a lack of STEM knowledge. Research shows that these barriers can diminish the impact of parents on their children's education (Hill & Tyson, 2009). Strategies to overcome these barriers include:

Flexible Programs: Organizing events at times that accommodate parents' schedules.

STEM Education Resources: Providing guides and toolkits for parents.

Inspiration Through Success Stories: Sharing success stories of female STEM professionals to motivate parents. These practices increase both parents' and girls' interest in STEM and challenge gender stereotypes. Creating a shared vision between educators and parents also supports the long-term success of girls in STEM fields. Success stories of women in STEM are effective tools in forming this vision (Moss-Racusin et al., 2012). Recommended practices include:

Integration into Teaching Materials: Incorporating success stories into the curriculum.

Community Events: Organizing events featuring talks by successful women in STEM fields.

Parent Meetings: Sharing success stories of women STEM leaders at parent meetings. Success stories of women STEM leaders not only increase girls' interest in STEM fields but also effectively challenge gender stereotypes. For instance, stories of Marie Curie's work with radium or Katherine Johnson's mathematical contributions at NASA can serve as sources of inspiration. These stories help girls see themselves in STEM fields and boost their confidence (Spelke, 2005).

References:

Eccles, J. S. (1994). Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.  

Hill, C., & Tyson, D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology.  

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty's subtle gender biases favor male students. Proceedings of the National Academy of Sciences.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist. 

Parental Engagement Plan: Encouraging Girls’ Interest in Science

Objective: Develop a plan to actively involve parents in supporting and fostering girls' interest in science, ensuring continuous encouragement at home and in the community.

Step 1: Building Awareness Among Parents

Workshops & Seminars: Organize interactive sessions for parents on why girls' participation in STEM matters and how they can combat gender biases at home.

STEM Role Models: Invite women scientists and engineers to share their experiences with parents and students.

Parent-Student Science Events: Host "Science at Home" demonstrations, where parents and daughters complete experiments together.

Step 2: Providing Hands-On Learning Opportunities

STEM Activity Kits for Families: Provide take-home science kits for parents and students to experiment together. Community STEM Clubs: Organize family-friendly STEM clubs where parents and children collaborate on projects.

STEM Field Trips: Arrange parent-child visits to science museums, research labs, and technology companies. 

Step 3: Encouraging Daily Science Engagement at Home Science Conversation Starters: Provide weekly discussion prompts (e.g., "What would happen if there were no gravity?").

DIY Home Experiments: Share simple at-home experiments that require common household materials.

STEM Career Exploration: Encourage parents to discuss science-related careers and introduce their daughters to professionals in these fields.

Step 4: Strengthening Parent-Teacher Collaboration

STEM Parent Meetings: Hold monthly STEM-focused parent meetings where teachers and parents discuss progress.

Personalized Guidance: Provide customized resources based on students' interests and parents' needs.

Feedback & Evaluation: Create a parental feedback system to assess the effectiveness of STEM engagement efforts.

Outcome: This plan equips parents with tools and knowledge to actively support and inspire their daughters' scientific curiosity, ensuring long-term engagement in STEM fields.  

Resource Exploration: Evaluating STEM Resources for Parents

Objective: Identify and assess available STEM resources for parents, ensuring they are accessible, engaging, and relevant to their communities.

Step 1: Categorizing STEM Resources

Online Resources:

• Science websites (e.g., NASA Kids, National Geographic Education)
• Free coding platforms (e.g., Scratch, Code.org) YouTube channels (e.g., SciShow Kids, STEM Sisters)
• Printable & Physical Resources:
• STEM activity books & guides
• Hands-on experiment kits
• Parent-child science games
• Community-Based Resources:
• Science museums & libraries
• STEM mentorship programs 
• Local STEM competitions & workshops

Step 2: Evaluating Resource Relevance

Ask the following questions:

• Is this resource available in our local language?
• Does it feature diverse role models in STEM? Is it interactive and easy for parents to use?
• Does it align with school curriculum and local needs?

Step 3: Creating a Parent-Friendly STEM Resource Guide

Curate a list of the most effective STEM resources.

Develop a step-by-step guide for parents on how to use these resources.

Distribute the guide via schools, parent meetings, and online forums.

Outcome: A well-structured STEM Resource Guide ensures parents have the right tools to support their children's scientific interests, making STEM accessible and engaging for all families. 

Participants are encouraged to explore additional tools and references, such as:

• STEM parent guides available through Girl Scouts of America or Techbridge Girls.
• Free webinars and videos from organizations like Let’s Talk Science and EngineerGirl.
• Local or regional parent-student STEM activities, including science museums and maker fairs. 

Interactive Components 

• Parental Engagement Plan: Participants design a plan to involve parents in supporting girls’ interest in science.
• Role-Playing Scenarios: Participants practice conversations with parents about overcoming stereotypes and encouraging girls’ STEM aspirations.
• Resource Exploration: Learners evaluate available STEM resources for parents and identify which are most relevant to their communities.