The International Day of Women and Girls in Science is an annual day of recognition created by the UN General Assembly, occurring on February 11 every year. This day is about encouraging women and girls to enter fields of science, breaking down barriers to pursue passions and innovations, and recognizing the importance of having diverse voices in these spaces. It’s also an opportunity to recognize women in history that have made important contributions, and who have often been hidden figures with their accomplishments attributed to others.

All students should be given a chance to engage with science and recognized for their potential, because our future depends on brilliant minds and passionate actions. Girls especially may need your encouragement when entering a field where they have not traditionally been welcome, and it may help to learn that so many have come before—even if they haven’t always been celebrated.

Our new activities about Women in STEM

With that in mind, we’re launching two new units each featuring three brand new activities:

• Women in STEM, then and now (Grade 5)
• Women in STEM, past and present (Grade 8)

Both units follow a similar structure but are tailored in complexity for younger and older students. The first activity in each unit is an opportunity to recognize women who developed amazing things, most of whom haven’t been widely recognized for their accomplishments. Other activities offer inspiration for all students to think about where innovations come from, imagine themselves as innovators, and to investigate paths to see themselves in STEM fields.

Inspirations for the classroom

When covering science and mathematics in the classroom, scope out students who show passion for the topics and could pursue them one day. Think about ways you can encourage them to think ahead to what it might mean to pursue that passion—fields of study, areas of work, places they could volunteer, and even places they could visit with their parents now for inspiration. Be mindful to challenge gendered conceptions of who can do which jobs—girls can pursue physics and boys can love marine biology!

We have a great example of this in our own team: Our program manager was inspired to pursue a mathematics education because her grade seven teacher noticed her passion for math and encouraged her to follow it, despite it being a male-dominated field. This then led toward a desire to develop education programs which give all students a chance to learn and discover their own passions. It can all start with the right encouragement, especially when the student may have some challenges to overcome along the way.

Be mindful of students who may be afraid to approach science or have self-defeating conceptions about who can pursue STEM fields. Find examples to challenge those perceptions. For example, the new Women in STEM units challenge the idea that women haven’t been involved in science and innovation throughout history.

And finally, don’t forget that everyone can be curious and engage with science regardless of whether or not they will study STEM. It’s important to remind students that development in STEM, including by the women highlighted in our new activities, impact their daily life. And our future will depend on continued innovation and problem-solving from the sciences.

Other resources

Every year, many organizations post articles and host events for International Day of Women and Girls in Science. We recommend searching for any events, presentations, and good reads coming out each year to build momentum in the movement to recognize and encourage women in STEM.

Here are some articles and webpages to check out:

• Shaping the future of science by supporting girls into STEM – UNESCO
   
• NATO launches challenge for women and girls in science – NATO
   
• International Day of Women and Girls in Science – Roya Institute for Global Justice
   
• The Untold History of Women in Science and Technology – Obama White House (US National Archives)
   
• Women in STEM news and articles from Global Citizen