Wood, J. M. (2000, March). The girls have it. Instructor,109(6), 31-35.

Summary:

The purpose of the article entitled, "The Girls Have It!" is to inform educators about reversing the tendency to allow girls in the classroom to veer off track in technology, math, and science. The author offers hands-on advice on how to encourage, rather than discourage, girls to be more adventurous and fluent in technology. She also offers several suggestions for resources, web sites, materials, and events. Wood says that teachers need to give assignments that "challenge traditional stereotypes," and to "create a structure in which boys and girls have continuous success interacting with one another" (34). The article also suggests several ways to motivate girls to excel in various science/technology studies through incorporating help from parents, using role models, and integrating technological jargon into everyday discussions. The article also provides two web site addresses that teachers can use to learn the jargon.

The article discusses a case history involving a fourth grade girl who, at the start of kindergarten, was highly motivated and showed a deep interest in math, science, and technology; however, she gradually became less motivated and lost additional interest in these subjects upon entering each consecutive grade level. The author goes on to discuss the probabilities of similar results for girls all across the United States. Wood discusses her personal involvement in a project called Computer Clubhouse, founded in Boston by the Computer Museum and the Massachusetts Institute of Technology. The author states:

The clubhouse is designed to give inner-city children access to computers. I was alarmed to discover that of the 1,000-plus children who participated during the first two years, only seven percent were girls, and they showed a reluctance to explore unfamiliar software the way the boys did (32).

Analysis:

The result of the girls' clubhouse was overwhelmingly successful. For instance, "…female participation during the rest of the week shot up from 7 % to 35 % in the first year" (32). Wood also discusses the importance of mentors and public role models, and the impression they can have on girls' career choices and self-esteem. Wood concludes the article by pointing out that employment opportunities of the future will be based on technology skills. If teachers do not perform the necessary steps in the elementary years to motivate girls and peak their interest in technology, math, and science, then females in the future workforce will regress to the menial job market with the lowest of salaries.

Evaluation:

I strongly recommend this article to all educators in elementary and secondary fields, especially all board members, principals, and guidance counselors, as they are at the decisive root of change within the school system. I can personally relate to what the author is trying to convey to educators. I was a scientifically/mathematically-motivated child whose interest in these subjects was pushed aside, rather than pursued. As a result, my interest in math plummeted, but surprisingly, I managed to stay motivated and keep my interest in science and technology. I eventually became a medical laboratory technician for 7 years, and a medical computer operator for 5 years. Reflecting on my experiences, I noticed, while recently aiding in public schools, that science was skipped altogether. Upon inquiring, several teachers said the district board demands more attention in reading and writing skills, in order to bring up the overall standardized test results for the district. Personally, I feel that science, math, and technology are just as important as reading and writing. I think there needs to be a healthy balance of all subjects, in order to prepare students for the future workforce. However, I also feel that there is a definite lack of motivational skills demonstrated by educators.

In conclusion, this article places no special emphasis on teaching math, science, and technology more than other subjects, but rather stresses the importance of a teachers' role in motivation and interest, and not being gender biased. I believe the many web sites, resources, materials, and events listed throughout this article will prove to be valuable to all teachers.

    Lopez, D. (2000, July 19). Light Our Candles: Learning
Style Resources - Student Research -- Lopez [WWW document].
Light Our Candles. Leavenworth, KS: Saint Mary College. 
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