Opinion: Girls involvement in higher-level STEM subjects is broadly declining. But at all-girls schools, the trend is reversed | Loren Bridge
shows that girls at single-sex schools are 85 per cent more likely to take advanced mathematics than girls in co-ed schools.
They are also 79 per cent more likely to study chemistry, 68 per cent more likely to take intermediate mathematics, and 47 per cent more likely to study physics. Across the board, girls’ schools deliver higher participation in STEM subjects and this is supported by higher levels of engagement, enjoyment and aspiration.confirms that girls’ school students also outperform co-educated girls on PISA’s academic measures of science, mathematics and literacy.
There are many foundational aspects that foster interest and enthusiasm for STEM subjects at girls’ schools, and this can begin as early as preschool.with preschool aged children has found — once again — that boys dominate the STEM-focused play areas, such as building blocks in sandpits, while girls only gain access over time by adopting “helping” roles, such as passing blocks or fetching materials.
Without the spectre of these gendered biases looming large, girls feel less self-conscious about taking the lead and they experience a greater sense of belonging in any role or subject they take on — whether it is in the science lab or on the sports field.These experiences give girls confidence to choose subjects based on their interests, rather than the risk-avoidance strategy of “minimising effort to maximise ATAR scores”.
It is for this reason, that in both Australia and Aotearoa New Zealand, graduates of girls’ schools are significantly more likely to enter highly paid, male-dominated fields such as engineering and construction.
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