The STEaM Team by Priya

The STEaM Team by Priya - July 2017 Scholarship Essay

Science, technology, engineering, and math are prolific subjects in today’s world; unfortunately, the professionals in these fields tend to be homogenous in nature and this discourages those that do not fit the mold. While everyone takes similar courses in junior high or middle school, once children begin selecting their classes in high school and college, the number of STEM courses drops off significantly for females and people of color. This alarming trend follows people to the workplace, where innovative “fields of the future” such as engineering are overwhelmingly male dominated. This lack of predecessors serves to hinder discriminated minorities further, resulting in a vicious cycle that reiterates prejudice and exclusivity. During my TED Talk, I would discuss a project I created, called STEM Jr., that sought to break this cycle.
I led a series of workshops with activities designed to target skills across a range of principles— such as problem-solving, physics, and geometry— and presented them in a way that was both creative and fun. The first ones occurred in Vadodara, India, and the later ones took place at Nicolas Junior High, a Title 1 school near my house. Until my workshop, the kids perceived STEM as two-dimensional drudgery, an endless series of worksheets that failed to apply to the world outside their tiny classroom. My goal was to show them that STEM could be relevant and exciting. And my strategy was to take a hands-on approach to their education.
First, I guided them carefully through each lesson, modeling the activity they would themselves be doing. Then, I introduced the concepts I was trying to teach. Folding paper airplanes lesson led to a lively discussion of aerodynamics, and crafting boats opened up a conversation on density. The girls saw how STEM could be applicable to real life, and began to talk about math and science in terms other than the tedium of worksheets.
Over the course of the four hours I was training, the kids stretched their ranges of thought, wrapping their brains around concepts and principles with the unique elasticity of a learner’s mind. They learned about buoyancy, geometry, and aerodynamics via making aluminum boats, shapes out of pretzels, and paper airplanes. But the best creation of all was the seed of STEM that I planted within them, which I hoped, with a little nurturing, would grow into a strong plant, a strong motivation to do well in these areas, and ultimately, in life. Within myself, I felt a sense of leadership and purpose, the unique satisfaction that comes from teaching others that I will seek to replicate wherever my future takes me.
I feel that stereotypes and lack of diversity can be extremely daunting to anyone aspiring towards a certain field; and combined with adolescent insecurity and identity formation, this brews a toxic situation. Teens who do not feel represented and feel pressure to conform may avoid certain subjects; research has shown that this is the case with women and STEM.
Though I implemented my project in relatively small areas, the issues I outlined above do not emerge only there. Prejudice and lack of diversity regarding STEM is universal; this issue is felt both nationally and globally as girls around the world find themselves harboring propensities towards STEM, yet are faced with an inability to pursue it professionally. Despite possessing significant interest in STEM, the isolation they feel discourages them until they quit, and it pains me to see them cast aside potential. This issue is very personal to me and I wish to encourage and provide resources so that this valuable potential is not wasted or untapped.
Therefore, I feel that by building up exposure and augmenting confidence in these areas, eventually, those who feel unsure or discriminated against can feel empowered. By teaching others, girls, minorities, those of lower socioeconomic backgrounds, and anyone else who feels as though they do not belong in STEM, can set an example, hopefully inciting their pupils to follow their path. I want to fight the judgement that stops bright kids from following their dreams. Via creating a cycle of hope, I want to combat and eventually eradicate the previously mentioned vicious cycle using positive techniques and inclusive methods.