fbpx
TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

Why And How To Engage Your Daughter In STEM?

Why And How To Engage Your Daughter In STEM?

Engage Your Daughter In STEM

It may sound unbelievable but in the STEM (science, technology, engineering, and mathematics) workforce, women account for only 28%[1] of those employed in the field. Despite similar achievements among kids of all genders in science and math, men are the vast majority of students studying various STEM fields when it comes to higher education. Additionally, the Pew Research Center reveals that a typical STEM worker simply earns two-thirds more[2] compared to those working in other fields. And women workers account for the lowest percentages in the highest-earning STEM occupations like computer science and engineering. But why do we see this gender gap in participation in advanced STEM courses and tests? Let’s take a look at some wrong stereotypes that may help you understand the reason.

 

Major Factors Propelling Gender Discrimination in STEM

  • Math anxiety: There’s a widespread perception that says girls aren’t good at math. When girls understand the general idea about male superiority in it, it automatically becomes harder for them to overcome the anxiety. Also, elementary teachers, who are predominantly female, tend to pass this anxiety onto girls. This can make it difficult for girls to achieve higher grades in math.
  • Gender inequality: The practice of underestimating girls’ abilities in STEM-related subjects starts at the preschool level. Thus, STEM fields are often considered as male-dominated ones.
  • Male-dominated cultures: As fewer women take up more advanced STEM courses and join the workforce afterward, the fields remain dominated by males. In fact, a study published last year revealed that only 24 percent[1] of tenured engineering, math, and science professors at the participating research facilities are women, despite they occupy 37 percent of undergraduates in the fields.
  • Relatively, the lower number of successful women: With fewer role models such as female scientists or mathematicians, girls don’t get enough inspiration to enter the STEM fields.

 

Why There Should Be More Women In STEM Fields?

The demand for STEM jobs will only increase over time as it’d help us deal with various technological and environmental issues. Since there’s already a considerable surplus of STEM jobs, more women in the fields will help to shorten the gap in the upcoming future. Here are other major reasons why we need more female STEM workers:

  • Diversity leads to new perspectives: When great minds come together, it leads to encouraging more diverse approaches and new perspectives. For instance, in scientific studies conducted in the healthcare sector, the introduction of women as medical researchers helped us realize that gender is a variable.
  • Good for the global economy: According to a report from McKinsey, increasing the number of women STEM workers can add a whopping $12 trillion to the global GDP by 2025[2].
  • Improved economic stability: Studies have shown that organizations with more female employees perform better than their competitors consistently. On a broader scale, successful organizations help to maintain solid economic stability. And on an individual basis, an increased number of women in STEM fields benefits individual workers as these jobs tend to be some of the highest paying ones and are less subject to the wage gap based on genders.

These explanations indicate the essential benefits of having more women in STEM fields.

 

How You Can Help Your Daughter to Start Coding

Similar to other STEM-related subjects, there’s a considerable lack of women in computer science as well. So, what can you do to help your daughter to break the above-mentioned barriers and encourage her to step into the field? Get her into coding as soon as possible! How? Here’s what you can do.

  • Become a role model: Try to figure out which of your skills and experience can encourage your daughter to start learning to code. For instance, if you’re working in a STEM field, share your own story with your daughter to help her understand the importance and benefits of being a STEM worker. If you cannot become a mentor yourself, ask any of your friends and family members who are working in technical fields to perform the role.
  • Help her start early: You should start teaching coding to your daughter as early as possible before the social pressure sets in. And stay thoroughly involved in her coding journey. There are many things you can do to help her stay engaged – from signing her up for a kids’ coding camp to doing coding activities such as playing coding games together at home.
  • Introduce her to the right resources: Apart from helping your daughter get into coding, introduce her to coding platforms that offer simplistic, drag-and-drop ways of learning to code. There’re lots of excellent free and paid resources available on the Internet. These resources do a great job of letting students build exciting things more quickly while helping them learn concepts of coding and actual coding languages.

 

Active participation of girls and women in STEM fields is essential to eliminate the present disparity we see in these fields. As long as we expose young girls to science and technology and encourage them equally to study those areas, those with a genuine interest and talent will be able to outshine others. Once the discrepancy gets eliminated, we can expect to see actual changes in terms of having more female students, as well as, workers in the STEM fields.

 

[1] https://ngcproject.org/statistics

[2] https://www.pewsocialtrends.org/2018/01/09/women-and-men-in-stem-often-at-odds-over-workplace-equity/ps_2018-01-09_stem_1-09/

[3] https://www.the-scientist.com/news-opinion/gender-inequity-persists-for-women-in-stem-66398

[4] https://www.pewsocialtrends.org/2018/01/09/women-and-men-in-stem-often-at-odds-over-workplace-equity/ps_2018-01-09_stem_1-09/

Select your currency
EUR Euro

 

JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

Get your syllabus

Get your syllabus

 

CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!