IEEE Solid-States Circuits Magazine - Fall 2019 - 56

For the next generation to find success in
STEM, these young minds must hear a message
different from that coming from the loud voice
of society.
STEM coursework, independent study,
and science research programs in
high school. Early campers have
pursued college opportunities and
careers in STEM, adding their desperately needed contributions and
perspectives to the field. (See "Dr.
June Ann Campolongo, Assistant
Principal, Peekskill Middle School,
New York.")
It all starts with the 28% of women
currently in STEM being willing to
step forward, share their experiences,
and serve as role models for the next
generation. By offering our stories,
we change the societal influence
dynamic and start a conversation for
these girls, creating a life-changing
and lasting impact. The realization
that they are "different" is openly
shared among the 12- and 13-year-old
campers at Girls Go TechKnow, who
find a safe space among their peers to
talk about the feeling of not belonging, yet see themselves in the women
who are teaching them. For the next
generation to find success in STEM,
these young minds must hear a message different from that coming from
the loud voice of society. They need
to hear the voices of the women in

STEM today, be nurtured with positive
experiences that reinforce the words,
and be inspired to envision a future in
STEM careers. (See "Memories of Girls
Go TechKnow Camp.")
IBM Research is not the only entity
reaching out to middle school kids,
especially girls. Valerie Lemay, from
IBM Canada, has been working with
other IBM volunteers in Nova Scotia
to organize summer camps, called
STEAM camps (the name taken from
the first letters of science, technology,
engineering, arts, and math), for children from low-income families [8].
Meanwhile, Jack Chinkonsung has
been working with other engineers
for more than five years to help develop and promote STEM education
at Dublin High School (DHS) in Dublin, California [9]. These engineers,
from Lawrence Livermore National
Laboratory and such companies as
Chevron, IBM, and Oracle, sit on the
DHS advisory board for STEM. Only
5% of the girls at DHS were taking
STEM classes when Chinkonsung began working with the school. Over
the past five years, girls' interest in
STEM education has steadily risen.
Now the classes are 25% girls. As

Dr. June Ann Campolongo, Assistant Principal,
Peekskill Middle School, New York
Over the seven years our students have been fortunate to participate in the IBM Girls Go TechKnow Camp, we have seen students working together to propose solutions to real-world problems, such as building a bridge with minimal materials to move cocoa in the rainforest, making
ice cream using liquid nitrogen, or activating computer-aided design to create objects that are
printed and taken home. Students eagerly share and explain all activities. The excitement and
anticipation of the next exploratory topic are immeasurable.
Working with students can sometimes be challenging. However, it can also be rewarding and
have a lasting impact. As an educator, I have witnessed the students sharing and making connections with what they have learned and achieved throughout the school year. This camp has
enriched the lives of all our students, creating a legacy of success and enlightening them about
possible careers in the fields of science, math, technology, and engineering.

FA L L 2 0 19

IEEE SOLID-STATE CIRCUITS MAGAZINE

Chinkonsung puts it, "all the advisory board did was to look at specific
engineering projects that could be
applied to social issues-because
we knew that created more interest
for girls." This simple step was the
ignition that spurred creative problem solvers to come out.
At the other end of the spectrum,
Keystone Science School in Keystone, Colorado, offers the stay-away
Girls in STEM summer camp for girls
[10]. The need for all-girls camp is
reflected in a key statement from
the school: "Girls who learn in allgirl environments are believed to
be more comfortable responding to
questions and sharing their opinions
in class and more likely to explore
more 'nontraditional' subjects, such
as math, science, and technology."
At the camp, female STEM professionals support students by giving
them guidance on how to navigate a
male-dominated workforce.
Several universities have also become involved with middle schools.
The Wesleyan University and Middletown Public School Partnership in
Middletown, Connecticut, is only one
of many such examples [11], [12].
Here the team introduces the girls to
STEM-based activities with a summer
camp and continue their exploration
and skill development throughout the
academic year via such activities as
Kids' Space Night, presentations by
Wesleyan faculty and students, and
community meet-ups.
Girls Get WISE (Women in Science
and Engineering) Science Retreats
and summer camps in Nova Scotia
are other examples of how to overcome gendered STEM stereotypes.
They aim to empower girls to consider STEM-based careers by raising their awareness of diverse jobs
within these fields and helping them
visualize themselves working in
these fields. They also support early
career women in STEM through professional development and networking opportunities, a key next step for
retaining females in the field.
It's easy to ask, "What's the big
deal? No one is stopping girls." While

IEEE Solid-States Circuits Magazine - Fall 2019

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