In an eighth grade class, the teacher asks for volunteers to discuss findings from an experiment in which they are exploring the identity of a mystery substance. Although Annette and her all girl group came up with a solution, they stay silent in the back of the room. Meanwhile a group of boys rush to the front of the class and emphatically explain how their solution is the best one.
In the middle school years, one begins to notice the different kinds of experiences boys and girls have in relation to learning science, mathematics and technology.
The following feature stories demonstrate how to present positive images of these fields and how to ensure that girls gain the necessary hands-on experiences during such a transitional phase.
This scenario was adapted in part from the Proceedings of the 1992 Committee on Institutional Cooperation Conference on Advancing Women in Science and Engineering.