| Description |
This thesis describes exploratory research documenting the experiences of 16 girls, ages 12 through 16, and their visits to science museums and the impacts of these visits on STEM engagement. The research is situated in and contributes to current literature about the gender STEM gap. Three major themes, representation, stereotypes and museums, emerged that illustrated the forces that impact how girls engage with STEM overall, and in turn, how these forces impact their experiences at science museums. The findings show that positive representations of women in STEM helped the participants to envision women more easily in STEM roles whereas a lack of positive representation of women led the participants to envision men in STEM roles, and that common, negative stereotypes about STEM persist. However, the participants rejected stereotypes as being true and wanted women to be represented but not at the expense of others. While science museums were described as inspiring and fun, these larger dynamics impacted the participants' experiences at science museums, highlighting the importance of representation of women through staffing and programming, and a need for science museums to be aware of the ways in which these institutions reinforce stereotypes. |
