This paper analyzes one of the most distinctive developments in science and engineering from 1965 to the present, the emergence of high-visibility campaigns to improve scientific and technical education for a broader range of young people. It details how, when, and why diversity grew into a priority for STEM access, permanently reshaping our modern cultures of science, engineering, education, and child-rearing. Analysis here focuses on evolution of STEM campaigns for girls, but offers insight into parallel histories promoting access for other under-represented groups.
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Fifty years ago, many ridiculed or dismissed any idea of women handling the toughest scientific subjects, associating intellectual progress with white masculinity. But over five decades, colleges, K-12 educators, museums, and non-profits devoted increasing effort to local/national/international girls’ STEM programs. Today, political leaders, corporations, and major organizations join science organizations, celebrities, parents, and volunteers in supporting science camps, books, toys, television shows, websites, all encouraging girls to pursue STEM.
Despite the scope and significance of this revolution in both professional and popular ideas about who can and should enter STEM, we have no systematic exploration yet of how this dramatic shift happened. The story is complex, both reflecting and driving changes in gender relations, plus escalating concern for girls’ psychological well-being and personal opportunities. Diversity discussions both reflected and promoted new interpretations about the nature of science itself. This paper draws on material from the NSF, NAE, AAUW, Girl Scouts, SWE and other archival/primary sources, exploring the historical growth and constraints of the girls’ STEM movement.
