How do I use this collection?
Engineering and technology is for everyone! We know that. You know that. But do your students?
Research shows that girls tend to drop STEM subjects at every decision point throughout their schooling (despite generally performing better than boys in those subjects), and that they are less likely than boys to feel they could become an engineer if they wanted to.
But here’s some good news: studies also show that exposure to the sector through engaging activities and relatable role models, can turn the trend around.
Follow these 6 simple steps to focus on challenging your student's perceptions of who a career in engineering is for. You will find links to the experiences and resources in the tabs.
First term
- First, kick off with the case studies of women engineers below. Use them to talk to your students about who can become an engineer.
- Second, engage girls in My Skills My Life from Women into Science and Engineering (WISE). 'My Skills My Life' allows girls to find out about their preferred personality types, and matches them with role models who have rewarding and successful careers in STEM.
- Third, explore Enspire City. Enspire City will give your students information about inspirational careers, education pathways and work sectors that help them to choose a career in STEM.
Second term
- First, download and share or order free copies of our 10 Great reasons to become an engineer and This is Engineering posters.
- Second, take part in one of the I'm a Scientist, Get me out of here activities. The activity introduces students to science professionals with whom they share personal interests and opinions. Students make connections between science and their own lives, helping them see that science, and by extension, a science-related career, could be for ‘someone like me’.
- Third take part in CREST Discovery. A fun introduction to STEM project work! Developed by the British Science Association, students complete either a single activity or a series of linked challenges with clear real-world contexts.
