The foundation is built early
I’ve seen many schools, all over the world, that have wonderful STEM engineering classes in middle and high schools. However, the research clearly shows that this approach is flawed. Children's formative years are pivotal for instilling curiosity and confidence in STEM. By second or third grade, many students begin to view themselves as either “math people” or not—a self-perception that can persist for a lifetime. This early tracking often correlates with gendered perceptions of STEM and verbal abilities, as noted in the meta-analysis. Girls may increasingly endorse male superiority in STEM as they age, while boys internalize stereotypes that disadvantage them in verbal domains.
The good news is that the solution does not require a heavy price tag. In my book, I highlight how engaging young students with STEM narratives, hands-on learning, and real-world connections can disrupt these patterns. For example, telling the story of STEM pioneers and integrating STEM with everyday life can make these fields relatable and accessible to all students.
Action items for district leaders
Schools must ensure that STEM education isn’t an add-on but a core part of the curriculum from the earliest grades. Introduce STEM concepts through storytelling and project-based learning. Highlight diverse role models to dismantle stereotypes and present STEM as a domain for everyone. Use activities that integrate spatial reasoning and problem-solving, as these skills underpin success in STEM and build confidence early.
2. Provide professional development for teachers
Teachers play a critical role in shaping students' perceptions of their abilities. When I was a teacher, I was guilty of saying that I didn’t have a “math” brain. Equip educators with tools to foster an inclusive classroom environment that challenges stereotypes. Workshops on frameworks like Universal Design for Learning, along with strategies for integrating STEM into daily lessons, can empower teachers to be agents of change.
3. Create STEM-rich environments
Dedicate spaces for tinkering, exploring, and iteration. These makerspaces or STEM labs should encourage experimentation and celebrate the process of learning, not just the outcomes. Such environments help demystify STEM and make it fun and approachable for all students, irrespective of gender.
4. Engage families and communities
Parental and community involvement can reinforce positive attitudes toward STEM. Host family STEM nights, showcase students' projects, and involve local STEM professionals in mentoring or speaking engagements. These efforts broaden the support network and normalize STEM participation for all genders.
5. Measure and monitor progress
Use data to track how students’ attitudes and performance in STEM evolve over time. Are there noticeable gender disparities in participation or achievement? Use these insights to adjust interventions and ensure that all students feel equally capable of excelling in STEM.
A call to action
The research is clear: waiting until middle or high school to promote STEM is too late for many students. By starting early, providing engaging learning opportunities, and actively combating stereotypes, we can open the doors of STEM to every child, regardless of gender or background.
The future of innovation depends on our ability to nurture diverse talents from the ground up. Let’s commit to building that foundation today.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
