At Parmiter’s School, the Women in STEM Society is transforming students' opinions of science, technology, engineering and mathematics education.
Led by Poppy Hickling and Varvara Baranova, the society emerged as a response to the challenges faced by female students in STEM fields- specifically the sense of intimidation that comes with walking into a male-dominated classroom.
When asked about their motivations for starting the society, the girls highlighted the great gender imbalances in STEM classrooms, for example only having two girls in a whole computer science class.
This is very daunting, mixed with the difficulty of a-level study.
The girls found it “very scary because there were boys everywhere”, contributing to an initial fear of contributing and being judged by them.
This shared experience inspired their work towards a solution. “We realised we shouldn't have to feel afraid in these spaces”, Varvara said, and the Women in STEM society was created as a safe space to “challenge each other's fears”, dismantling the gendered superiority in STEM.
The society’s main goal is to empower students and create a platform for open dialogue.
Each week, members engage in lively debates on different topics to do with STEM, for example whether STEM should expand to STEAM, incorporating the arts.
They also share resources for super curricular activities and wider reading in preparation of university applications.
The need to build an inclusive community is evident, as each year the main questions that come up during open evenings is "How many girls are in the class?", reflecting the concern the society is trying to address.
The society has already made a significant impact on the students of Parmiter’s, members participated in hands-on projects, such as making morse code bracelets and tackling engineering challenges out in the field, showing just how engaging and fun STEM can be.
Also, they have broadened their members’ understanding of underappreciated historical female figures, such as Florence Nightingale.
She is well known for her contributions to nursing during the Crimean war, however less recognised for her invention of the pie chart.
By uncovering these hidden stories, the society inspires its members to appreciate the profound impact females have had on STEM and beyond.
Despite all of the society’s successes, much work still needs to be done to encourage women to pursue careers in STEM.
Varvara herself noticed that “some girls are treated differently than boys during work experience opportunities or spoken to in ways that undermine their abilities”.
STEM is in a field of constant evolution and growth, the members are determined to be part of that progress in being persistent in their efforts to empower women.
While the Women in STEM society focuses on addressing gender inequality, it welcomes all students.
“STEMinism is for everyone, Poppy affirmed”.
Male students who attend the sessions contribute to debates, addressing inequalities and supporting change.
Their involvement is key in informing great change on a much larger scale, from school to the wider world of work and beyond.
Even as a non-STEM student, I found the society offers valuable insights.
Speaking with the members led me to consider the progression of women in literature and how STEM, unlike writing, often requires confronting intimidating environments, which may explain less inclusivity in STEM compared to literature.
This goes to show the invaluable benefits that such a community can provide through sparking critical conversations and fostering a deeper understanding of the world in a space where each student, regardless of gender, can thrive.
