VIEWS & OPINION
Encouraging girls into STEM
Comment by
ANNA TOMLINSON, Headteacher,
St Margaret’s School for Girls in Aberdeen
A recent study, ‘Gender stereotypes about intellectual ability emerge early and influence children’s interests’ revealed that by the age of six, girls were already less likely than boys to describe their own gender as ‘brilliant’ and join an activity identified as being for ‘very, very smart’ kids. Research continues to tell us that children are strongly influenced in the development of their self- identity by stereotypes learnt at home and in society, and that these are reinforced by images and roles depicted in the media. We have long recognised that such stereotypes exist around STEM subjects and careers, so it is of no surprise that in the UK women make up just 12.8% of the STEM workforce (WISE 2014). But how do we change this? How do we deconstruct those stereotypes in a way that is really meaningful for girls?
Introduce role models
We cannot underestimate the impact of real-life role models on raising aspirations and breaking down misconceptions about the sort of women who thrive in a STEM career. Women have undoubtedly been ‘hidden figures’ in STEM history and making accomplished women scientists and engineers visible is essential to inspiring the next generation of scientific success. Senior pupils and former pupils can be just as influential as household names.
Get girls into the workplace
A good place to meet those role models is in the workplace. At school, pupils don’t always make links between curriculum knowledge and their future careers, and it is when girls have the opportunity to relate to women in the workplace that they can properly understand the diversity of career opportunities in STEM.
Turn STEM into STEAM
To mark a clear distinction between the arts and the sciences is a false dichotomy. The skills of self-expression, verbal dexterity and visual creativity so strongly promoted through languages, social sciences, art and design and the performing arts are of immense value to any budding mathematician, scientist or engineer. An interdisciplinary approach broadens the appeal and acknowledges the happy synthesis of arts and sciences in the creative process.
Embrace opportunities
Many industries and companies are developing exciting opportunities for girls to explore careers and are very willing to visit schools and engage with pupils. By working together with colleges, universities, industries and business in school, we can tailor what we do to meet the needs of girls and their future careers.
Get parents on board
As educators it is crucial that we share with parents our vision for girls in STEAM and tell the story of the school’s progress and initiatives in this area. Not only does this raise awareness and challenge stereotypes where they exist, but it can also generate new opportunities for the school through parents’ own contacts.
Over the last couple of years at St Margaret’s School for Girls in Aberdeen, we have developed a fruitful partnership with the School of Engineering at the University of Aberdeen. Working together has given us the confidence to be innovative in our approach to promoting engineering to girls. We are now holding a national residential ‘Women in Engineering’ conference at the University of Aberdeen from 30th July to 1st August 2018, which is being sponsored by Chevron. Staying in halls of residence, girls age 15-17 from across the UK will benefit from a travel bursary and a highly interactive programme rich with hands-on activities and face to face contact with female engineers. Our intention is that we will not only redress any misconceptions about the engineering industry, but that we will inspire the next generation of female engineers!
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www.education-today.co.uk
Comment by AL KINGSLEY, Managing Director, NetSupport
GDPR seems like an overwhelming requirement that schools have been left to cope with without any clear direction from local authorities – or anyone, for that matter. But is it something schools need outside help with? The answer is: not really, as long as you’ve put systems and procedures in place. The fact is, schools are pretty procedure-led and are doing some of what’s needed already, so you won’t be starting completely from scratch!
To be compliant, schools need to follow the guidance issued by the Information Commissioner’s Office. Essentially, there are five main areas to consider:
People
Make sure your governors, trustees and SLT all know what your school needs to do to meet the requirements – and that staff are aware of their roles in helping the school to achieve this. Appointing a Data Protection Officer has proved the most challenging task for schools so far, not least because the chosen person must be impartial and not know the staff and students whose data they will be viewing. Schools are finding that reciprocal relationships with other schools, or suitably qualified governors or trustees, could be viable solutions.
Data: what and where
Schools need to know what personal data they have, where it is stored, and whether it is contained in physical or online files. There are software tools available to help with this, e.g. NetSupport DNA will reveal where online data-type files are, plus will log what software is being used across the school – even teachers’ personal favourite apps – ready for you to check what data they extract from your users and whether it’s in line with GDPR requirements.
Protecting and handling personal information Update your school’s policies to take account of GDPR and upload the appropriate new versions to your website. Implement a manageable procedure to ensure you can follow the process to find, delete or disclose any data that is requested from you by a parent or member of staff – and keep a comprehensive log. Regarding consent, schools already record this; you’ll just need to make sure that the way you’re doing it meets the GDPR-defined standard.
Report and record
Should a data breach occur in your school (like a memory stick being left in a classroom PC overnight), don’t panic. Just make sure that staff know the requirement to report it within 72 hours. The school must record the breach and be able to confirm whether the data was accessed or not, i.e. was the classroom locked or was the memory stick encrypted? Note down everything.
Evidence
This needs no explanation; your evidence is your protection to cover you should any breach and subsequent inquiry occur – and, if you have it, it’s one less thing to worry about.
In a nutshell, that’s it! If you organise and share the preparation workload between colleagues, by acting immediately, you’ll not only feel better about GDPR, but will realise that it’s not anything schools can’t cope with.
February 2018
GDPR: what does it mean for your school?
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