Stage
High School
Key Obstacle
Lack of Perceived Fit
Goals
Change boy’s biases and girls’ perceived fit into STEM to change behaviour.
ProjectPRISM
Promoting rising inclusion and STEM motivation
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Our Approach and Goals
During Grades 7-9, adolescents begin to form their adult identity and choose pursuits that fit their values and self-beliefs. Some girls never consider STEM careers because they see science and technology as a poor fit to their personal values. Others feel unwelcome by peers who fail to acknowledge, validate, or respect their abilities. Either obstacle can inhibit girls from developing STEM as a core identity and taking advanced math and science coursework.
How can we make STEM a more attractive and meaningful option for adolescent girls and boys alike? Project PRISM aims to establish best practices for boosting girls’ belonging in STEM while bolstering boys’ respect for girls’ abilities.
In partnership with Actua, Project PRISM tests the long-term benefits of interventions delivered to students in junior high and high school during a week-long science camp that seeks to:
- Combat obstacles girls may face in pursuing a STEM career
- Correct boys’ underestimation of girls’ abilities
- Expose girls to successful role models
- Boost girls’ anticipated fit in future STEM roles
- Encourage girls to identify with STEM
Research Spotlight
Interventions in Schools
With the easing of the COVID-19 restrictions, the Project PRISM team is preparing to get into schools in the Toronto and Metro Vancouver regions in the upcoming school year. We are developing a social identity based intervention for high school students that aims to change girls’ attitudes and perceptions of STEM and measures effects on their course selection. We’re also developing an intervention to change boy’s perceptions of girl’s STEM ability and change teacher’s behaviour to promote a growth mindset.
Role Models and Girls’ Future Fit
In an intervention for girls in STEM summer camps at University of Waterloo, Simon Fraser University, and University of British Columbia, we find a diverse set of STEM role models increases girl’s future STEM career aspirations through a sense of future fit in STEM. Specifically, we found middle school girls feel they fit in their science and math classes, but anticipate not fitting in when they go to university. Our intervention, which allows them to connect with women pursuing STEM in university, facilitated girls’ beliefs they will fit in if they study STEM in University.
Future Directions
In addition to our ongoing lines of research, the Project PRISM team is exploring several future directions, such as:
- How does changing boys’ behavior impact interactions between boys and girls? How does this manifest in the classroom?
- What are the implications of our findings for how kids talk to each other about their futures?
- What questions should parents, guidance counselors, and other adults consider when talking to boys and girls about their futures in STEM?
Photo Credit: Geering Up
Explore Our Findings
Publications
- Becker J. C. & Wright, S. C. (in press). Can cross-group contact turn advantaged group members into allies? The role of inequality-delegitimizing contact and interpersonal connection.
- Becker, J.C., Wright, S.C. & Siem, B. (in press). Can cross-group contact predict advantaged group member’s willingness to engage in costly solidarity-based actions? Yes, if the contact is politicized.
- Lee, N.G., Shum, P. L-C., Wright, S.C. & Bahrami, M. (in press). The effect of feminist identification on the perceived authenticity of male allies.
- Cyr, E. N., Kroeper, K., Dennehy, T.C., Bergsieker, H.B., Wright, S.C., Spencer, S.J. (2021). PRISM interventions reduce boys’ gender bias and improve girls’ anticipated fit in STEM: Spotlight on the boys’ intervention.
Key Leaders
Steve Spencer PhD
Professor of Psychology, University of Waterloo; Robert K. and Dale J. Weary Chair in Social Psychology, Ohio State University Read Bio
The Team
The Project PRISM team combines expertise in the science of implicit gender bias, bias reduction, intergroup contact, and STEM outreach.
Ariana Hernandez-Colmenares BA
Graduate Student, The Ohio State Universityhernandez-colmenares.1@osu.eduFollow them on Twitter
Angie Minah Park PhD
Postdoctoral Fellow, Department of Management, University of Toronto Mississauga and the Gender and the Economy (GATE) Institute, Rotman School of Managementangie.park@mail.utoronto.caRead Bio
Lesley Shannon PhD
NSERC Chair for Women in Science and Engineering (BC/Yukon); Professor, School of Engineering Sciences, Simon Fraser University Read Bio
Sheryl Staub-French PhD
Professor of Civil Engineering, and Associate Dean of Equity, Diversity & Inclusion, Faculty of Applied Science, University of British Columbia Read Bio
Project Partners
Project PRISM proudly partners with University of Waterloo, University of British Columbia, Simon Fraser University, the Ontario Network for Women in Engineering (ONWiE), Engineering Science Quest (ESQ), Geering UP, Actua, Science World, Engineers Canada, Engineers and Geoscientists of British Columbia, PCL Construction, Canadian Institute of Mining (CIM), the Engineering Change Lab, the Society for Canadian Women in Science and Technology (SCWIST), and the National Network of NSERC Chairs for Women in Science and Engineering.
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