News Literacy in America: A Survey of Teens

Source: www.pexels.com

By Sam Piha 

“American teens spend an average of nearly five hours a day on social media. This isn’t entirely surprising, since these platforms are designed to be enticing and endlessly engaging. Billions of people scroll through personalized streams of content on these platforms, immersing themselves in a torrential — and often confusing — mix of entertainment, ads, news, rumors and more. The temptation to keep scrolling is not accidental; it’s intentional and fueled by a constant influx of new content that is distributed by algorithms designed to target each user.” – News Literacy in America 

According to Google’s AI Overview, “In such a complex information environment, it is crucial for young people to have the knowledge and skills to critically evaluate information, discern fact from fiction, identify reliable sources, and navigate digital spaces with discernment to make informed decisions and avoid misinformation. 

Key points about this skillset:

• Media literacy: Understanding how media operates, recognizing bias, and evaluating information presented through different formats (news articles, social media posts, videos). 
• Source evaluation: Assessing the credibility of information providers based on their expertise, affiliations, and potential motives. 
• Digital literacy: Effectively searching for information online, using appropriate search strategies, and understanding the limitations of digital platforms. 
• Critical thinking: Analyzing information objectively, considering different perspectives, and identifying logical fallacies. 
• Fact-checking: Verifying information through credible sources and identifying potential misinformation. 

Why is this important for young people?

• Combating misinformation: The abundance of online information makes it easier for false or misleading content to spread, which can have significant consequences for individuals and society. 
• Informed decision-making: Being able to accurately assess information is vital for making responsible choices in personal and civic life. 
• Active citizenship: Critical information consumption allows young people to engage in meaningful discussions and participate in democratic processes.” 

What is “news literacy”? 

The News Literacy Project states that, “News literacy is the ability to determine the credibility of news and other information and to recognize the standards of fact-based journalism to know what to trust, share and act on.”

TEEN SURVEY FINDINGS

In their report, News Literacy in America, NLP surveyed 1,110 American teenagers ages 13-18 to learn about their information attitudes, habits and skills and assess the state of news literacy education in the United States.

According to this report some of their findings include: 

1.“Teens want media literacy instruction included in their education, but most aren’t getting it. 



An overwhelming majority of teens (94%) say that schools should be required to teach media literacy. Despite widespread support among teens, we found little evidence that schools were already providing media literacy instruction. Only 39% of teens report having had any media literacy instruction in at least one class during the 2023-24 school year. 

2. Regardless of age, teens struggle to distinguish between different types of information. 
Half of teens can identify a branded content article as an advertisement, 52% can identify an article with 'commentary' in the headline as an opinion and 59% can recognize that Google search results under the label “sponsored” indicate paid advertising. But less than 2in 10 teens (18%) correctly answered all three questions asking them to distinguish between different types of information. Results were not significantly different by age groups, meaning older teens are generally no better at demonstrating this foundational news literacy skill than younger teens. 

3. Nearly half of teens think the press does more to harm democracy than protect it. 
Just over half of teens (55%) say that journalists do more to protect democracy, while 45% say journalists do more to harm democracy. Two groups stand out as being particularly likely to say journalists protect democracy: teens who actively seek out news to stay informed (68%) and teens with high trust in news media (82%). 

4. About two-thirds of teens are not concerned about the sharp decline in the number of news organizations in recent decades. 

5. Many teens are at least somewhat trusting of news media, but still perceive high levels of bias in the news. 
Most teens (65%) gave at least some trusting responses to the three survey questions that make up our news media trust index; however, only 8% responded to all three questions with trusting responses. Teens who say they had at least some media literacy instruction in at least one class are especially likely to have at least some trust in news media (73% with medium or high trust). The two questions that received the most distrusting responses from teens were both about news media bias. Nearly 7 in 10 teens (69%) believe that news organizations intentionally add bias to coverage to advance a specific perspective.

6. Most teens on social media encounter conspiracy theories and are inclined to believe one or more of them. 



Source: www.pexels.com 

Eight in 10 teens on social media say they see posts that spread or promote conspiracy theories, but the frequency of their exposure varies. Twenty percent of teens who use social media report seeing these posts in their feeds daily, 31% report seeing them weekly and 29% report seeing them less than once a week. Many of the conspiracy theories teens report seeing go well beyond harmless superstitions. They include narratives such as the Earth being flat, the 2020 election being rigged or stolen, and COVID-19 vaccines being dangerous. While teens on social media aren’t necessarily inclined to believe every conspiracy theory they encounter, an overwhelming majority of those who report seeing a conspiracy theory on social media (81%) say they are inclined to believe one or more of them. 

7. Few teens are regular users of generative artificial intelligence technologies, and many are skeptical of the information they produce. 

8. While few teens tend to seek out news, those who do are more likely to also have other healthy news habits.” 

MORE ABOUT...

The News Literacy Project is a nonpartisan nonprofit building a national movement to ensure that all students are skilled in news literacy before high school graduation, giving them the knowledge and ability to participate in civic society as well- informed, critical thinkers. Founded in 2008, NLP is the country’s leading provider of news literacy education and works with educators in all 50 states.



For more information, visit newslit.org or contact them at info@newslit.org. 

How Toys Can Help Break Stereotypes and Support STEAM Learning

Source: Amazon

By Guest Blogger, Amanda Sullivan, Senior Program Developer, National Girls Collaborative Project. This blog originally appeared on NGCP’s Blog and can be viewed here.

“Children learn best through play and STEAM (Science, Technology, Engineering, Arts, and Mathematics) is no exception. Playful STEAM learning is characterized by hands-on exploration, problem-solving, and meaningful interdisciplinary projects. In preparation for our upcoming webinar together, I recently had the pleasure of sitting down with Anna Yudina, the Senior Director of Marketing Initiatives at the Toy Association. I chatted with Anna to get her perspective on how toys can help encourage playful STEAM learning. Read on to hear her ideas about how toys can help break stereotypes, support the sciences, and more! 

Q: Can you tell me about the Toy Association and the work you do? 

A: Spearheading the benefits of play is an important part of our mission at The Toy Association. We do that in many ways, including The Genius of Play initiative, which has reached millions since its launch in 2015. The Genius of Play started as a movement to educate parents and caregivers about the benefits of play. We have been collaborating with child development experts and sharing research and facts that support the need for playful learning and just play in general. 

Over the years, The Genius of Play has evolved into a leading resource of play ideas and activities for families. Our website www.thegeniusofplay.org houses hundreds of activities organized by a child’s age and developmental benefit. We also have a special section dedicated to educators where teachers, afterschool professionals and other adults who work with kids can discover play-based lesson plans focused on everything from math to literacy to science. 

Q: What is the role of toys in STEAM learning?  

A: Toys get kids involved and passionate about STEAM subjects and help relate complex and often abstract concepts to the world around them. Subjects like math and science become relevant to things they experience every day, such as cooking, shopping, or building.  

STEAM toys also encourage trial-and-error and through this type of play, kids learn how to fail and still have fun. These skills are fundamental to future success in STEAM subjects in school or careers where one needs to experiment all the time to discover solutions to problems. Toys teach kids to take healthy risks in a non-threatening, playful environment, then transfer that confidence and courage to their future endeavors. 

Finally, toys and play have the power to spark young imaginations and nurture innovative thinking. The Toy Association has created a handy infographic to illustrate the Top 10 Ways Toys Can Teach STEAM.  

Source: The Toy Association

Q: How does the work you do help support equity in STEAM education?  

A: Toys can help combat stereotypes and foster diversity of cultures and perspectives, and they can influence kids from a very young age. When I was a little girl, there were separate boy and girl aisles in toy stores, and there were strong perceptions around which toys were “appropriate” for each gender. I had a passion for biology from an early age, but it took years before I finally got a toy microscope while I always had an army of dolls and stuffed animals. 

It makes me very happy to see how things have been changing, with more and more toys now actively embracing and promoting diversity and inclusion. We know from research that having role models who look just like us matters so it is important for kids to know that people who work in STEAM fields come from all kinds of backgrounds, genders, and skin colors. Seeing their toys reflect this diversity can provide that little bit of extra confidence and motivation to help today’s kids imagine themselves as someday being scientists, engineers, technology experts or mathematicians.

Source: Amazon

Q: Are there any other resources or tips do you want to share?

A: Kids are naturally curious and want to explore the world around them, so tapping into that curiosity and encouraging discovery and experimentation through age-appropriate, play-based activities is really the best way. Simple experiments like Fireworks in a Jar are appropriate for kids as young as three.  

If you are looking for more ideas like this, thegeniusofplay.org is a great resource. For example, Playing with STEM at Home for Young Learners shares fun activities and experiments such as Cabbage Colors, 3D Shapes, A Boat That Floats, and more. We are also working on a brand-new “STEAM Playbook” in collaboration with NGCP, which will feature a curated collection of play activities for every letter in S-T-E-A-M. It will be available on our website.”

MORE ABOUT...

Amanda Sullivan is a Senior Program Developer at National Girls Collaborative Project where she manages the NGCP’s National Webinar Series. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. 

Anna Yudina is now the Chief Marketing Officer of The Public Relations Society of America (PRSA). Yudina previously served as Senior Director of Marketing Initiatives for The Toy Association, where she led brand strategy, content, digital marketing, and communications for The Genius of Play™, an online platform for parents and educators. She also established partnerships with online influencers, key websites in the parenting space, and leading educational organizations, and launched STEAM Accreditation Program for toy companies, which generated a brand-new source of revenue, including partnering with Amazon to create a dedicated storefront for STEAM accredited toys.

The Toy Association is committed to empowering and serving the toy, play and youth entertainment community by providing advocacy, programs, events, services, and tools that help them deliver safe, fun and developmentally beneficial products to children and families around the world. Their work continually evolves and adapts to drive greater positive impact. In addition, The Association educates families and consumers worldwide on the cognitive, social, emotional, and creative benefits of play.

To learn more about supporting girls' needs, including promoting STEM and STEAM among girls, check out our briefing paper. To view and download, click here.

History of Gender- Specific Programs

The Cambridge YWCA Basketball Team, 1916. Photo courtesy of the
Cambridge Historical Commission, Gladys G. Boyce Collection.

In our examination of gender-specific programs, we thought it important to know the history and larger context.  According to Youth Today Staff, “Gender-specific programs have a long history in the U.S. Some of the earliest came out of the industrial revolution. Girls Inc., for example, began in 1864 in response to the needs of young women who flooded into the textile mills of New England. Poorly paid and with little opportunity for recreation, the young women benefitted from a place to gather and discuss common concerns. The Young Women Christian Association (YWCA), founded in 1858, and the Young Men’s Christian Association (YMCA), founded in 1844, formed in response to the bleak conditions faced by young factory workers in London.

In the early 1900s, single-gender scouting organizations began in England and quickly were adopted in the United States. The Boy Scouts of America was modeled on the British movement started by Robert Baden-Powell, which emphasized outdoor skills and the development of character. Juliette Gordon Low began Girls Scouts of the USA in 1912 to get girls out of isolated home environments and into active outdoor pursuits and community service. 

Today 
Today’s gender-specific programs are based on more recent ideas about the needs of boys and girls. The men’s movement that underlies Boys to Men was sparked by poet Robert Bly in the 1970s, with his book 'Iron John,' which sought to redefine masculinity. It came in the wake of the feminist movement’s redefinition of women’s roles.

Girls Inc., which in the 1950s focused on preparing young women to be wives and mothers, was influenced by feminism in the 1970s and shifted its focus to empowering girls.

Source: Girls Inc.

In 2009, a Boston organization, Build the Out-of-School Time Network (BOSTnet), took a look at the shifting debate around gender-specific programs and noted the new interest in single-sex education as well as the charge of a 'boy crisis' from the National Association for Single Sex Public Education, which has used the decreasing graduation rates of Hispanic and African-American males to argue for all-boys schools, based on research into biological differences. That research has been challenged by the American Civil Liberties Union and the National Organization for Women – even as all-girls’ schools organize to meet the different learning styles of girls.” [1]

Source: www.pexels.com

COMMON GOALS FOR PROGRAMS FOR GIRLS

In looking across girls’ programs, they have several goals in common:

• Help girls build confidence
• Help girls develop leadership skills
• Help girls explore STEM/STEAM
• Help girls navigate gender, economic, and racial barriers
• Help girls develop healthy habits for life

In future blogs we will discuss program strategies for achieving these goals. 

END NOTES:

[1] Youth Today Staff, Gender-Specific Programs Seen as Valuable Tools

Social Emotional Learning and the Education Culture Wars

Source: www.unsplash.com

By Sam Piha

 

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. While afterschool programs have not been attacked directly, there are certain core values and program initiatives that have come under scrutiny. They include equity, identity (LGBTQ+ and racial issues), mindfulness, growth mindsets, grit and social emotional learning (SEL). Are there many citizens who are leading this fight or is it a manufactured controversy, which is a product of the internet?

 

Here, we focus on the attacks on social emotional learning (SEL) and prepare afterschool leaders to address parent’s concerns about SEL. 

 

“SEL has a history of both challenges and bipartisan support. SEL has faced political headwinds in some places before current debates over how schools discuss issues like racism and sexuality. But as interest in social-emotional learning rises among educators and policymakers, it’s also increasingly the target of ire from some conservative groups.” [1]

 

To raise awareness of the current SEL culture wars, we cite some of the titles and quotes from articles that have been published recently.

• “Socio-Emotional Learning Is Anti-White, Anti-Christian, and Anti-American Indoctrination” 
• “Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning”
• “Social-Emotional Learning: K–12 Education as New Age Nanny State” 
• “Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control”
• (VIDEO) Stella Morabito Presentation on Social Emotional Programming from Child Protection League Action on YouTube

“The politics of social-emotional learning have shifted drastically in the past few years— especially in some conservative states—with critics claiming that SEL is a form of liberal indoctrination or a means for unqualified teachers to practice therapy. This shift has left many teachers and SEL practitioners in a tricky situation, trying to address parents’ concerns while continuing to teach SEL programs that may be required by the district and state.” [2] - Arianna Prothero, Education Week

 

HOW TO RESPOND TO PARENT CONCERNS ABOUT SEL

 

“Candace Peyton Wofford is an instructional coach and, up until recently, an SEL teacher in a middle school in Corpus Christi, Texas. She had her fair share of parents voice concerns that SEL is teaching their children concepts that go against their values. Through her conversations with parents, Wofford—who is a big proponent of SEL—has found ways to help calm their fears.”[3]

“The main argument is that they think that I’m trying to encroach on their belief system. Usually, it’s a Christian belief that they think I’m trying to go against. And I am just very transparent with them and very honest about what I’m teaching, and [that] it is not to go against anyone’s belief. It is truly just to help their child navigate life and be a better person.” [4]  –  Candace Peyton Wofford

According to Ms. Wofford, “Really, what they need to see is that I truly care for their child. And once they know that I have their child’s best interest in mind, why would you want to fight me on that? Why would you not want your child to be able to learn how to do a job interview, learn how to do a handshake, learn how to look someone in the eyes, learn how to get un-addicted to their phones? These are all things that we talk about in the classroom setting. You have to sit and listen to their concerns, validate their concerns, and really truly listen to understand and not listen to respond. Once you understand where they’re coming from, you can eventually make your response, and they end up realizing that y’all are both on the same page.” [5] 

“When responding to parent concerns about Social-Emotional Learning (SEL), it's important to approach the conversation with empathy, clarity, and a focus on the positive outcomes of SEL. Parents may have various concerns, such as the impact of SEL on academic time, its appropriateness for their child, or its perceived alignment with their values.” [6]


Here are some key points to consider when addressing these concerns: 

  

“1. Listen Actively and Acknowledge Concerns

Start by validating the parent’s feelings and concerns. It’s important to listen carefully before offering solutions or explanations. This shows respect for their perspective and helps build trust. For example: ‘I understand that you’re concerned about the time dedicated to SEL and its potential impact on your child’s academic performance. I’m glad you brought this up, and I’d like to explain how SEL is designed to complement, rather than replace, academic learning.’

 

2. Explain the Purpose and Benefits of SEL

SEL helps students manage emotions, build positive relationships, and make responsible decisions—skills that are critical for academic success and personal well-being. Empahsize that SEL is not just about feelings but also about building essential skills such as communication, empathy, teamwork, and resilience.

 

Research shows that SEL programs can improve academic performance, reduce behavioral issues, and promote mental health, which in turn helps children become better learners. ‘Studies have shown that students who participate in SEL programs tend to have improved academic outcomes, stronger relationships with peers and teachers, and better emotional regulation.’

 

3. Clarify the Scope of SEL

Many parents may not fully understand what SEL entails. You can explain that SEL is not about imposing values but about teaching life skills. Share the five core competencies of SEL (as defined by CASEL):

• Self-awareness: Understanding emotions and recognizing strengths and limitations.
• Self-management: Managing emotions and behaviors to achieve goals.
• Social awareness: Recognizing the perspectives of others and showing empathy.
• Relationship skills: Communicating effectively, resolving conflicts, and working cooperatively.
• Responsible decision-making: Making ethical and constructive choices.

 

Example: ‘SEL focuses on helping children understand and manage their emotions, which supports them in both school and life. It also teaches them how to interact with others in a positive, respectful way.’

 

4. Address Misconceptions and Fears

If parents have concerns about SEL being ‘too touchy-feely’ or not academic enough, explain how SEL connects directly to the development of critical thinking and problem-solving skills.

 

For concerns about SEL promoting a particular political or social agenda, reassure them that SEL is about universal life skills (e.g., emotional regulation, communication, conflict resolution) that are important in any setting. Example: ‘SEL is about developing skills that support academic and life success, not about promoting specific beliefs or ideologies. We focus on universal skills like empathy, decision-making, and problem-solving that will benefit all students, regardless of background.’

 

5. Provide Examples of SEL in Action

Share concrete examples of SEL practices used in the classroom, such as morning check-ins, group work, conflict resolution strategies, or mindfulness exercises. This can help demystify SEL and show how it’s integrated into daily activities. Example: ‘In the classroom, we use activities where students reflect on how they’re feeling or practice calming techniques like deep breathing. These practices help students become more focused and ready to learn.’

 

6. Highlight SEL’s Role in Mental Health

Given the increasing concerns about student mental health, explain how SEL can help build resilience, manage stress, and prevent emotional difficulties by giving students tools to cope with challenges. SEL helps students understand their emotions, which is key in preventing bullying, reducing anxiety, and supporting overall mental wellness.

 

7. Show How SEL Can Align with Family Values

If parents express concerns about SEL conflicting with their family’s values, suggest that SEL can reinforce family priorities such as empathy, respect, and good communication. It’s not about replacing the family role but supporting it. Example: ‘SEL aligns with many family values, like teaching children how to be kind, respectful, and responsible. It gives students the tools to apply those values in everyday situations.’

 

8. Offer Opportunities for Involvement and Feedback

Parents might feel more comfortable if they understand that they can stay informed and involved. Share opportunities for parents to learn more about SEL, such as workshops, newsletters, or parent-teacher meetings. Example: ‘We’re always looking for ways to keep families informed and involved. If you’d like, we can send home resources on SEL or invite you to an upcoming parent workshop.’

 

9. Encourage Ongoing Communication

Invite parents to continue the dialogue if they have further concerns or questions. This shows openness and a commitment to working together. Example: ‘I’m happy to keep the conversation going. If you have any other questions or if you'd like to discuss how SEL is being implemented in the classroom, please feel free to reach out.’

 

10. Reassure Parents about Balanced Curriculum

Remind parents that SEL is designed to complement academics and doesn’t take away from core subjects. It enhances students' ability to learn by improving emotional regulation, focus, and collaboration. Example: ‘SEL is integrated in a way that supports and enhances learning in all subject areas. When students are emotionally supported and have strong interpersonal skills, they’re better equipped to succeed academically.’

By responding with understanding and a focus on the positive, you can help parents see the value of SEL in fostering well-rounded, capable, and emotionally healthy students.”[7]

ADDITIONAL RESOURCES

• Communication resources: Making the Case for SEL 

• Take action: Leading With SEL 

• Webinar: Education Culture Wars and Maintaining Bipartisan Support for Afterschool

Speakers include Terry Peterson (Afterschool Alliance), Michael Funk (California Department of Education), Bridget Laird (WINGS for Kids) and Melissa Schlinger (CASEL). Hosted by Dr. Femi Vance (American Institutes for Research) and sponsored by Temescal Associates and The How Kids Learn Foundation.

• 2025 SEL Summit Conference Recordings

 





END NOTES

[1] Arianna Prothero & Evie Blad, Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning

[2] Arianna Prothero, How to Address Parents’ Concerns That SEL Goes Against Their Values

[3] IBID.

[4] IBID.

[5] IBID.

[6] OpenAI. (2024). ChatGPT (GPT-4 model). Retrieved from https://www.openai.com

[7] IBID.

Ways to Support Girls in STEM

 

“We know that women have been historically excluded from STEM and continue to be underrepresented in most STEM fields in higher education, apprenticeship programs, and the STEM workforce. As a result, various fields are deprived of women’s diverse perspectives, and many women are disproportionately excluded from lucrative and rewarding careers... There are a variety of factors that hinder and often exclude girls' and women's participation and access to STEM education and career pathways including stereotypes about STEM professionals and careers, curriculum that is personally and culturally irrelevant to girls, gendered messages and expectations from teachers, parents/caregivers, peers, the media and popular culture, and lack of access to relatable women role models and mentors.” [1]

WHAT IS STEM AND STEAM?
The acronym STEM stands for science, technology, engineering and mathematics. According to the National Science Teachers Association (NSTA), “A common definition of STEM education […] is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” [2]

 “STEAM stands for science, technology, engineering, arts and mathematics. The difference is that arts are included, ranging from visual arts, language arts and physical arts to music and more. STEAM focuses on sparking imagination and creativity through the arts in ways that naturally align with STEM learning.” [3]  

Below is a guest blog from Amanda Sullivan, Senior Researcher at National Girls Collaborative Project (NGCP). She brings over a decade of experience in education, research, and advocacy for girls in STEM to her role as Senior Program Developer at NGCP. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. You can view this original publication here.  

10 Ways to Support Girls in STEM

1. Have Fun – STEM is often seen as serious business (and sometimes it is). But STEM can also be playful, messy, silly, artsy, and above all, FUN!  

2. Support Curiosity – STEM fields are about asking questions – not having all the answers! Preschool children ask their parents about 100 questions a day and between ages 2-5 years kids ask a total of around 40,000 questions. But as kids grow up, they stop asking so many questions. 

At around age 5 (right when most kids are starting formal schooling) the questions they ask drop steeply. Their curiosity is often stifled by the need to cover academic content. In the new year, educators and caregivers can vow to find time for asking questions and fostering intellectual curiosity. Learn specific strategies for supporting intellectual curiosity here. Ready to get started fostering curiosity? Try exploring Curiosity Camp, a free interactive, multi-platform experience of video "campisodes" paired with DIY activities, curriculum, and more created by GoldieBlox, an IF/THEN Initiative® coalition member.  

3. Learn About Diverse Role Models – Exposing girls and young women to diverse STEM role models helps to dispel stereotypes about who can succeed in STEM. In the new year, make a plan to introduce girls to STEM role models from a variety of career fields. Not sure where to find a role model? Check out FabFems, an international database of women in STEM managed by the NGCP. The women in this database are passionate about serving as role models and helping spark career interest and awareness. The IF/THEN® Collection from Lyda Hill Philanthropies is another useful resource. The IF/THEN® Collection is a free digital library with photos, videos, posters, activities, and other assets featuring diverse women STEM innovators — all available for educational and other non-commercial use.

Source: National Girls Collaborative Project

4. Find Science Near You – Sometimes creating your own event or program is daunting. Luckily, there are online resources available to help you find STEAM programs and events near you! Connected Girls, for example, is a free, curated directory of girl-serving STEAM opportunities. NGCP manages Connected Girls in partnership with Science Near Me, an NSF-funded resource with the goal of helping anyone — anywhere in the U.S. — participate in engaging science, technology, engineering, and math that matters. We hope to see you at a great STEAM event near you in 2023!  

5. Think Beyond the Hour of Code – Many of us in the STEM education world try to explore coding during Computer Science Education Week in December through an Hour of Code activity at school or in informal learning settings. In 2023, make a resolution to think beyond the Hour of Code and find natural ways to integrate coding into your STEM programming throughout the year. Free resources like Scratch and Microsoft MakeCode are great for use with older children and teens (check out this NGCP blogpost for tips on using MakeCode). Meanwhile, free programming apps like ScratchJr and PBS Kids ScratchJr are perfect for younger children around ages 5-8.  

Source: Amazon

6. Read STEM-themed books – STEM-themed books are a wonderful way to begin having conversations with children about STEM. They also provide the opportunity to reflect diversity in STEM in much the same way as movies and digital media. The stories that we share should aim to be reflective of the diversity we hope to see in STEM, and as diverse as the world we live in. Try reading aloud STEM picture books with female protagonists like Rosie Revere Engineer and Ada Twist Scientist by Andrea Beaty. You can find a long list of diverse STEM picture books for elementary students here. The website A Mighty Girl, which is dedicated to curating collections of books, toys, and media for inspiring smart and confident girls, also has a great list of books related to science and technology.  

7. Explore STEM-themed toys – One way to start early with STEM learning is through exploration of STEM-themed toys. With all the STEM toys out there, it can be difficult to choose the best ones. One great resource to guide you is the Toy Association’s ‘STEAM Toy Assessment Framework’, which defines and details specific characteristics of a good STEAM (science, technology, engineering, arts, and math) toy for various age groups. You can learn more about using this framework in practice in the recording of our webinar ‘the Genius of Play and STEAM.’ Toys can also be a catalyst to break stereotypes. Find out how in the blog post ‘How Toys Can Help Break Stereotypes and Support STEAM Learning.’

8. Include the Arts – Art and design play a big role in many technical and scientific fields. The arts can also make STEM more appealing to students who do not already identify with the sciences. This is where STEAM comes in. The ‘A’ of arts in STEAM can refer to the whole spectrum of the liberal arts including music, history, dance, painting, and more. Not sure where to start with STEAM? Check out the STEAM Playbook, created in partnership between NGCP and the Toy Association’s Genius of Play initiative. This free playbook includes a collection of play ideas and ready-to-use activities to help you spark children’s interest in STEAM.  

9. Start Early Addressing Stereotypes – Stereotypes about gender and aptitude for STEM begin to develop as early as preschool. There are many ways to prevent and counter STEM stereotypes with young children, but the most important thing is just to get started! Early exposure to fun and playful science projects, sensory explorations, unplugged coding interfaces and more can be a wonderful way to pique girls’ interest in STEM from an early age. Learn specific strategies and resources for reaching young children in the recording of our webinar, ‘Addressing STEM Stereotypes with Young Children.’ You can also check out the blog post, ‘5 Ways to Counter STEM Stereotypes with Children and Youth’ for more tips.   

10. Watch a STEM Girl-Powered Movie – As the weather gets colder, many of us look forward to getting cozy and watching a movie. Try to include more media that features girls and women in STEM in your movie marathons. A study by the Geena Davis Institute on Gender in Media found that girls are more likely to pursue STEM careers when they see portrayals of women as scientists, programmers, or engineers – it’s called the ‘Scully Effect.’ 

Source: Hidden Figures

Not sure what to watch? Hidden Figures, an inspiring film based on the true story of African American women working at NASA during the early space program, is a great choice for older youth and young adults. When watching digital media with younger children, try shorter animated shows like Ada Twist Scientist, the playful story of three friends working together to make discoveries. Find a longer list of film suggestions here.   

Source: National Girls Collaborative Project

Join us on March 7, 2025 for an important discussion and presentation on ways afterschool programs can better serve the needs of girls. To learn more about this webinar topic and to register, click here.

 

MORE ABOUT... 

Amanda Sullivan (she/her) is a Senior Researcher for the National Girls Collaborative Project. She brings over a decade of experience in education, research, and advocacy for girls in STEM to her role as Senior Researcher at NGCP. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. Amanda is the author of the book Breaking the STEM Stereotype: Reaching Girls in Early Childhood and co-author of the ScratchJr Coding Cards: Creative Coding Activities for Children 5+.  

National Girls Collaborative Project: Today’s STEM experiences lack diversity. Entire groups of youth do not identify with the field. To change this dynamic, their work empowers providers, educators, leaders, and youth, themselves. NGCP believes STEM (science, technology, engineering, and math) skills can be acquired by anyone, and fostered in everyone. Their initiatives build confidence and create a community of “lifelong STEM activators.” Through the power of collaboration, they spark curiosity and develop a passion for STEM. They also strengthen the capacity of programs by producing and sharing exemplary practices, research, and program models.

END NOTES:

[1] Kata Lucas, National STEM Day: Stand with Girls and Women

[2] National Inventors Hall of Fame, Why is STEM Hard to Define?

[3] National Inventors Hall of Fame, The STEM vs. STEAM Debate

Debunking the Myths about Boys and Emotions (Part 2)

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By Guest Blogger Vicki Zakrzewski, Ph.D., Education Director of the Greater Good Science Center. (This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley.)

Changing Our Beliefs About Boys

Changing our society’s beliefs about boys’ social and emotional capacities won’t happen over night, but both educators and parents can do a lot to help them cultivate the capacities they already possess. Here are a couple of ideas:

1. Help boys both respect their need for connection and develop their emotional and relational abilities. One boy described his same-sex friendship to Way as “this thing that is deep, so deep, it’s within you, you can’t explain it…. it just happens, it’s human nature.” Both Way and Chu found that the boys were well aware of their capacity to relate to others, but that they had learned to separate their outer behavior from their deepest feelings, thoughts, and desires in order to conform to masculine norms.

As adult role models, we need to start by examining our own beliefs about emotions and relationships and whether these beliefs align with our actions. For example, do we suppress strong emotions such as compassion or sadness because we’re afraid we’ll appear weak? Or do we understand that emotions are just part of the human experience and that learning to work with them in a healthy way actually makes us stronger? Do we allow ourselves to be vulnerable by sharing our innermost ideas and emotions with our friends and encourage them to do so with us? Or do we engage with people only at the surface out of fear of being hurt or betrayed?

By reflecting on our own emotional and relational beliefs and challenges, we will be better equipped to guide boys as they navigate the social and emotional nuances of growing up in a society that expects them to behave in ways that go against their natural capacities.

In addition, teachers who cultivate students’ social-emotional skills in the classroom and parents who reinforce these skills at home send a message to boys that emotions are not unnatural or something to suppress. Rather, our emotions serve as information—helping us to navigate and nurture positive relationships.

Finally, we need to communicate to boys that having emotionally intimate same-sex friendships is part of male maturity, thus encouraging them to maintain their strong friendships with other boys as they get older. We should also share with them how much our friendships mean to us and how important friends are to our health and well-being—possibly more than our spouses and extended family. 

Source: Ever Forward Club

2. As educators, cultivate strong relationships with the boys in your classroom. Experiencing positive relationships with their teachers throughout adolescence will help boys stay connected to their emotional and relational sides. In their recently published book I Can Learn From You, Michael Reichert and Richard Hawley found from their research with 1,100 teachers and 1,400 adolescent boys that boys’ relationships with their teachers matter. The authors discovered that boys want good relationships with their teachers and that they will work hard for the ones they feel care for them.

However, it is the responsibility of the teacher to both approach the boys by expressing interest in their lives outside the classroom and to maintain the relationship. The teachers in the study who were the most successful in creating positive relationships with boys were constantly reassessing their methods for connecting with the boys and making adjustments accordingly. They also understood that these relationships take time—sometimes years—to cultivate and that giving up on the boys is not an option.

Most importantly, teachers have to be genuine in their relationships with boys. If a boy thinks that the teacher is only reaching out to improve the boy’s academic success, then the boy will pull away. “Relationships flower into engagement and productivity,” write the authors, “only when teachers authentically experience their students as valuable, likable, interesting beings: as ends, not means.”

MORE ABOUT...

Vicki Zakrzewski, Ph.D., is the education director of the Greater Good Science Center. In her role as education director, Vicki writes a blog that provides science-based ideas for promoting the social and emotional well-being of students, teachers, and administrators, as well as methods for creating positive school cultures. Her work has also appeared in ASCD’s Educational Leadership, Edutopia, and Huffington Post. She is a former teacher and school administrator.

The Greater Good Science Center, at U.C. Berkeley, studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

Michael Reichert is an applied and research psychologist who has long been an advocate for children and families. From counseling youth involved in the juvenile justice system and leading treatment teams in a psychiatric hospital to managing an independent clinical practice, Dr. Reichert has tested his understanding of children with real, even life-threatening, challenges. 

He has also immersed himself in research and consultation experiences that have afforded a deeper understanding of the conditions that allow a child to flourish in natural contexts: families, schools and communities. He has created and run programs in both inner-city communities and in some of the most affluent suburban communities in the world. Working across such varied conditions, he has come to a profound appreciation for the hard science of human development.

Richard Hawley is a lifelong teacher and writer. The retired headmaster of Cleveland's University School and founding president of the International Boys' School Coalition (IBSC), he has published more than twenty books, including several novels, collections of poetry, and non-fiction works, principally about children, schools, and learning. His first novel, THE HEADMASTER'S PAPERS, won a number of literary prizes. John Irving dedicated a chapter to the novel in Michael Ondaatje's anthology LOST CLASSICS. Hawley's most recent collection of poems is TWENTY-ONE VISITS WITH A DARKLY SUN TANNED ANGEL. Recent non-fiction books include BOYS WILL BE MEN, BEYOND THE ICARUS FACTOR, and (with Michael Reichert) REACHING BOYS/TEACHING BOYS. Hawley's essays, articles and poems have appeared in dozens of magazines and journals including The Atlantic, American Film, America, Orion, Commonweal, The New York Times, The Christian Science Monitor, and The New England Journal of Medicine. 

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Debunking the Myths about Boys and Emotions (Part 1)

Source: Practice Wise

By Guest Blogger, Vicki Zakrzewski, Ph.D., Education Director of the Greater Good Science Center. 

(This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley.)

It is a tragedy that in our society we label men as unable to feel or connect to the same degree that women can. And that maturity in men means emotional stoicism, autonomy, and self-sufficiency—a lonely existence, for sure, particularly as research time and again shows we all need human connection to thrive.

Yet scientists are discovering that what society says about men’s (and boys’) social and emotional abilities is simply not true, and that cultivating their natural capacity for emotional attunement and relationships is critical to their overall well-being. But we can’t wait till they’re men to do so—we need to start when they’re young.

How boys develop emotionally and socially

Studies of infants have shown that neurologically, there isn’t much difference between boys’ and girls’ capacity for empathy. Yet, according to neuroscientists, because girls are allowed to express their emotions, their ability to identify and understand both their own and others’ emotions cultivates their empathetic skills beyond those of boys.

Continuing into young boyhood, Stanford professor Judy Chu argues in her recent book When Boys Become Boys that it is culture rather than nature that incapacitates boys’ social and emotional skills. Chu observed during her two-year study of six 4 and 5-year old boys—the age at which boys generally disconnect emotionally and relationally—that the boys were very astute at reading their and others’ emotions. They also knew how to cultivate meaningful relationships, which they strongly desired. 

It wasn’t until midway through Kindergarten that Chu noticed the boys becoming inattentive and inarticulate in their relationships. But rather than blaming some innate inability to relate to others, Chu saw that the boys were beginning to align their behavior with more traditional masculine norms, such as posturing, in order to impress others and maintain peer relationships.

Chu also observed that as the boys got older, they began to demonstrate emotional stoicism and self-sufficiency as a way to oppose the association between femininity and the need or desire for emotional closeness. However, this behavior seemed to happen only in public as parents reported that the boys were very affectionate at home.

While Chu’s findings can’t be generalized to all boys given the small sample size of six, her two years of observations and interviews did reveal an important aspect of social-emotional development: boys, like all of us, develop their social and emotional capacities both in relationship and individually and that each boy’s experience is predicated on many factors, such as family, peer and teacher interactions, media exposure, and individual makeup. Thus, even though we all have these capacities, there is no one-size-fits-all when it comes to social-emotional development.

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The importance of boys’ friendships

As boys move into teenage years, their emotional and relational capabilities appear once again in their same-sex friendships. In her book Deep Secrets on adolescent boys’ friendships, New York University professor Niobe Way describes how early and middle teen boys experience emotionally intimate friendships with each other in which they share secrets and feelings.

During her 20 years of interviews with hundreds of ethnically, racially, and economically diverse American teen boys, Way heard over and over from them that without these friendships, they would go “wacko.” In other words, the boys understood the connection between their close friendships and their own mental health.

Yet, as boys entered late adolescence, Way found that they began to experience less trust and a fear of betrayal in their male peers. They also began to internalize society’s masculine norms by equating close friendships with being gay, a girl, or immature. As a result, the boys were less willing to have a close male friend even though they all told her they wanted one. Way also noted the boys’ levels of loneliness and depression began to increase during this time.

In her analysis, Way points out that social disconnectedness is prevalent throughout American society. She cites research that found the percentage of adults who have no close friends increased from 36 percent in 1985 to 53 percent in 2004 and argues that it is our culture that distorts both boys’ and girls’ natural capacity for empathy and emotionally intimate friendships. “This is not a boy crisis,” writes Way, “but a human crisis of connection”—and one that negatively impacts our families, our schools, our communities, and our political and economic institutions.

MORE ABOUT...

Vicki Zakrzewski, Ph.D., is the education director of the Greater Good Science Center. In her role as education director, Vicki writes a blog that provides science-based ideas for promoting the social and emotional well-being of students, teachers, and administrators, as well as methods for creating positive school cultures. Her work has also appeared in ASCD’s Educational Leadership, Edutopia, and Huffington Post. She is a former teacher and school administrator. 

The Greater Good Science Center, at U.C. Berkeley, studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

Judy Y. Chu, Ed.D. is a Lecturer in Human Biology and Affiliate of the Clayman Institute for Gender Research at Stanford University, where she teaches a course on Boys’ Psychosocial Development. Chu received her doctorate in Human Development and Psychology at Harvard Graduate School of Education, where she studied boys’ relationships and development in early childhood and adolescence with Carol Gilligan. Her research highlights boys’ relational strengths and how their gender socialization can impact their connections to themselves and to others. She is the author of When Boys Become Boys: Development, Relationships, and Masculinity (NYU Press, 2014) and co-editor of Adolescent Boys: Exploring Diverse Cultures of Boyhood (NYU Press, 2004). She developed curricula for The Representation Project’s film, The Mask You Live In.

Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the co-Director of the Center for Research on Culture, Development, and Education at NYU and the past President for the Society for Research on Adolescence. Way's research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents. Below are covers of some of Niobe’s many books. 

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