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What is Your Background in STEM?
Dr. Carol O’Donnell, Director, Smithsonian Science Education Center
I began as a classroom science teacher and later moved into research-informed curriculum development and leadership. My work has focused on helping teachers use inquiry-based, identity-affirming STEM practices so more students—especially girls—see STEM as a place where they belong. That emphasis aligns with national efforts such as the U.S. Department of Education’s You Belong in STEM initiative, which centers inclusive, belonging-focused PK–12 STEM. It also reflects the data on women’s representation: in the United States, women are about 35% of science and engineering workers overall but remain only ~26% of computer and mathematical occupations and ~16% of engineers, with stronger representation in life sciences (NCSES Indicators 2024).
Through roles at universities, federal research agencies, and the Smithsonian, I’ve focused on scaling free, high-quality STEM learning resources and educator supports—part of a broader STEM “ecosystem” approach that connects schools, out-of-school programs, museums, and families. This ecosystem strategy is echoed by initiatives that expand early computing and engineering access and track participation by gender, such as the annual State of Computer Science Education report, which documents rapid expansion of K–12 CS policies and reporting across states since 2020.
Sylvia Acevedo, Chief Executive Officer of the Girl Scouts on the USA
My path began in aerospace and then moved to leadership roles in technology companies, followed by youth development. A constant throughline has been expanding access to rigorous, hands-on STEM for girls. Out-of-school-time (OST) programs are a critical lever: national efforts like Million Girls Moonshot mobilize all 50 state afterschool networks to engage girls in engineering mindsets and equitable STEM learning, complementing in-school coursework. This OST focus is reinforced by policy momentum that brings CS earlier in the pipeline and tracks participation by gender (State of CS Education), and by European initiatives that blend digital and entrepreneurship skills with real-world challenges (e.g., Girls Go Circular).
What Made You Want to Pursue a Career in STEM?
Dr. Carol O’Donnell
I was inspired by great science teachers and the power of hands-on investigation. Early, authentic experiences matter because they shape identity and expectations about “who belongs.” Today’s data underscore why this is urgent: women’s representation has improved modestly since 2020, yet large gaps remain in engineering and computing in both degrees (about 24% and 26.7% of U.S. bachelor’s respectively) and jobs (NCES Table 322.30, 2021–22; NCSES 2024). Making STEM feel communal and purpose-driven—connected to issues like climate, health, and community—helps many girls see a place for themselves.
Sylvia Acevedo
My curiosity was sparked by looking up at the night sky and by mentors who helped me translate interest into skill. For girls, sustained exposure across elementary and middle school is key. Programs that link STEM to real-world missions—space exploration, sustainability, health—build relevance and confidence. This approach mirrors what large initiatives emphasize: earlier pathways into computing and engineering, identity-affirming teaching, and role models and mentors who make routes into STEM visible (You Belong in STEM; State of CS Education; Million Girls Moonshot).
Why Are There Statistically Few Women in STEM Professions?
Dr. Carol O’Donnell
Multiple, interacting factors drive gaps along the pipeline. Representation data show the broad picture: in the U.S., women are about 35% of science and engineering workers overall, yet only ~26% of computer and mathematical occupations and ~16% of engineers (NCSES 2024). In higher education, women earned ~26.7% of bachelor’s in computer and information sciences and ~24.2% in engineering in 2021–22, compared with ~62% in biological and biomedical sciences (NCES 2023, Table 322.30). Internationally, women are roughly one‑third of researchers globally (UNESCO UIS), about 41% of employed scientists and engineers in the EU‑27 but only ~19% of ICT specialists (Eurostat; Eurostat ICT).
These patterns reflect stereotypes about who “belongs” in computing and engineering, limited early access to CS/engineering courses, and climate and progression barriers. Pay gaps and slower advancement amplify attrition: in the U.S., women in computer/mathematical and in architecture/engineering roles earn about 84–85% of men’s median weekly earnings, and underrepresentation increases at senior levels (BLS 2023; NCSES 2024; She Figures 2024). Addressing these requires earlier exposure, inclusive teaching, mentorship, and institutional changes that support retention and advancement.
Sylvia Acevedo
Curricula and classroom norms often assume a “default” learner and miss opportunities to connect STEM to girls’ interests and strengths. Systems are improving: states have expanded K–12 CS policies and are disaggregating participation data by gender to catch gaps early (State of CS Education). National efforts emphasize belonging and identity-affirming pedagogy so girls experience STEM as collaborative and mission-driven (You Belong in STEM). Out-of-school engineering and technology programs are also scaling, providing hands-on, lower-stakes environments that build confidence (Million Girls Moonshot).
Did You Face Any Challenges in Your Professional Experience?
Sylvia Acevedo
Informal networks and assumptions can shape opportunities and advancement. Research shows these patterns aren’t just individual anecdotes. Women experience slower progression and persistent pay gaps within STEM roles (BLS 2023) and remain underrepresented at senior levels in research and innovation outputs, including patenting (She Figures 2024). This is why structured mentorship, sponsorship, and transparent promotion processes are essential complements to skill and performance.
Overcoming barriers often requires building one’s own networks and evidence base, while organizations must create inclusive climates. Embedding mentorship and sponsorship into standard practice is especially impactful for women in male‑dominated fields such as computing and engineering (NCSES 2024). Evidence-backed designs—mentor training, clear expectations, and multi‑mentor networks—improve retention and advancement (see National Academies).
What Impact Does Early Exposure to Resources and Classes Have?
Dr. Carol O’Donnell
Early and sustained exposure is pivotal. States are moving CS into earlier grades and tracking gender participation so interventions can start before stereotypes harden (State of CS Education). Access to high-quality, hands-on learning across school and OST settings helps girls build confidence and a sense of belonging—key drivers of persistence identified by national syntheses (You Belong in STEM). Digital access is also foundational: students lacking home digital resources, including internet, perform markedly worse in mathematics across systems, underscoring why equitable connectivity supports STEM readiness (PISA 2022).
Sylvia Acevedo
Girls’ STEM identities begin forming in elementary school and evolve with experience and feedback. To keep interest high through middle and high school, learners need repeated opportunities to build and demonstrate competence. Reliable connectivity expands those opportunities—online courses, coding platforms, virtual labs, and mentoring communities. In the U.S., affordability remains the top barrier to home internet for non‑adopting households (NTIA 2023 Internet Use Survey). The wind‑down of the Affordable Connectivity Program affected more than 23 million low‑income households and raised equity concerns for STEM participation (FCC ACP). NCES also notes that some students rely on cellular‑only access, which constrains STEM tasks that need sustained bandwidth and keyboards (NCES Digital Learning Resources).
How Should Parents Stimulate Interest in STEM?
Dr. Carol O’Donnell
Think “ecosystem.” Pair school learning with museums, science centers, libraries, afterschool programs, and community projects so girls see STEM as collaborative, creative, and relevant. Many museums, including the Smithsonian, provide free digital resources families can use at home alongside in‑person visits. Reinforce belonging by highlighting diverse role models and connecting projects to local issues. For families, ensuring reliable home connectivity and an appropriate device dramatically expands access to free STEM platforms, tutoring, and communities; affordability remains the primary adoption barrier for many households (NTIA; NCES), and recent program changes have heightened concerns about the “homework gap” (FCC ACP).
What are the Best Ways to Get Young Girls Interested in STEM?
Dr. Carol O’Donnell
Use hands-on, inquiry-based projects tied to real-world problems; provide visible role models; and build structured opportunities for collaboration and reflection. Evidence points to three pillars: start early (upper elementary/middle), sustain practice in OST settings, and center belonging and identity-affirming pedagogy (You Belong in STEM; Million Girls Moonshot). Track participation and persistence by gender to spot and close gaps, and remove access barriers with connectivity and device supports (State of CS Education; NCES).
Sylvia Acevedo
We design activities around what engages girls—teamwork, purpose, and creativity—then build technical depth. For example, we introduce networks and cybersecurity through collaborative, tangible activities before formalizing concepts; this identity-first approach mirrors best practices widely adopted in girls’ digital-skills campaigns (Girls in ICT) and EU programs that pair digital literacy with circular-economy challenges (Girls Go Circular). Badges and projects in areas like robotics, coding, space science, data, and cybersecurity give girls repeated chances to practice skills and see their progress recognized—key ingredients for confidence and persistence identified across recent STEM education initiatives (Million Girls Moonshot; You Belong in STEM).
What Programs and Resources are Available?
Dr. Carol O’Donnell
Several large, research-aligned efforts can help families and educators: the nationwide Million Girls Moonshot expands afterschool and summer engineering experiences for girls through all 50 state networks; the U.S. Department of Education’s You Belong in STEM mobilizes inclusive, identity-affirming STEM ecosystems; the State of Computer Science Education report documents which K–12 CS policies are in place and where gender gaps persist; and Europe’s Girls Go Circular offers free digital and entrepreneurial learning modules tied to real-world sustainability challenges. These resources complement museum-based learning and can be combined with connectivity supports so girls can fully participate in online coursework and communities (NCES).
What Types of Mentorship Opportunities are Available?
Dr. Carol O’Donnell
Mentorship is one of the most evidence-supported strategies to retain women in STEM. A randomized trial with first‑year engineering women found that assigning a female peer mentor raised one‑year retention to nearly 100% compared with roughly 80% without a mentor, while boosting belonging, self‑efficacy, and professional engagement (PNAS RCT). The National Academies synthesizes best practices: start early, use trained mentors, align expectations, and build multi‑mentor networks.
At the Smithsonian, we connect girls with women role models in museum and research settings and coordinate with federal partners to surface internships and STEM experiences. Effective programs pair mentors with structured supports and training—approaches validated in national networks such as the NIH‑supported NRMN and in studies of culturally aware mentoring that improve mentor competencies and climate (PLOS ONE CAM study; National Academies). Families can also look for mentorship elements embedded in OST programs and school clubs, including near‑peer and industry connections (Million Girls Moonshot).
Do You Have Advice for Young Women Interested in STEM?
Dr. Carol O’Donnell
Persist—and build your support system. Seek mentors and peer circles early; research shows structured mentoring and networks measurably improve belonging and retention for women in male‑dominated fields (PNAS; National Academies). Take advantage of expanding pathways in K–12 computer science and engineering and of free museum and OST resources; track your progress through projects, credentials, or badges. If home connectivity is a barrier, ask schools or community programs about device and internet support so you can fully access online coursework and STEM communities (NCES; NTIA).
Sylvia Acevedo
The first person you must convince is yourself—but then surround yourself with mentors and communities that reinforce that belief. Join clubs, competitions, and OST programs where you can practice skills repeatedly and see your growth. Look for programs with built‑in mentorship and role models; these designs are tied to better persistence and confidence for girls in STEM (Million Girls Moonshot; Girls in ICT). Keep pushing from “no” to “yes,” and use each project or badge as a step toward more advanced coursework and internships (State of CS Education).
I also encourage girls to connect STEM to missions that matter to them—whether that’s space, health, or sustainability—because relevance fuels persistence. Europe’s Girls Go Circular and U.S. efforts like You Belong in STEM are examples of programs that combine technical skills with purpose, a combination that research shows helps girls stay engaged over time.
