About FUTURE ME!
Gender and racial bias cloud the perception of people suited for Science, Technology, Engineering and Mathematics (STEM) careers, preventing many young girls from exploring STEM subjects. By exposing students to scientists of different backgrounds, we can help expand the definition and image of scientists to be more inclusive of women and people of colour. Recognition by peers that girls, including girls of colour, are capable of succeeding in STEM professions is a critical component of identity development. Children need to see diverse people as creators and doers early on and learn how their work as STEM professionals improves our communities. When girls see and interact with professionals from various backgrounds, they can broaden their understanding of STEM professionals, which helps reinforce their own STEM identity.
Future Me! promote equity, diversity and engagement in science for the younger generation, especially young girls of colour. We aim to address the low awareness of STEM career knowledge and STEM-skilled women’s low workforce representation.
The ways we inspire STEM through fun play…..
Discover the fun of learning
Unforgettable experiences
Science
is a way of
observing and
experimenting
in play.
Technology
is a way of
choosing and
using tools in play.
Engineering
is a way of
problem-solving
and designing for
solutions in play.
Math
is a way of finding
solutions through
observation and
noticing patterns
in play.
Women’s under-representation in STEM begins early due to different social expectations for boys and girls. Teachers and other adults often have unconscious biases that prevent them from encouraging girls’ performance in math and science. Gender gaps in STEM interests begin in middle school and grow throughout high school, college, and career. Far too many girls and women are discouraged from pursuing success in STEM fields.
It’s essential to initiate curiosity in girls in their early childhood. Their drive to ask questions and explore their natural world is something to cultivate and develop. Caretakers, whether parents, grandparents, teachers, or community members, can foster that sense of curiosity, expose girls to opportunities for exploration, and teach them how to utilize tools to solve everyday problems. By age five, girls should begin to understand the role of STEM professionals in the community, see them as problem solvers, and begin to see themselves in that role.
