Metrics & Testimonials

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Metrics results

The role models (mentors) effect

Before the program 99% of participants reported not knowing any women in a career that has to do with Science, Technology, Engineering or Math. After the program 100% of participants  met at least 5 women with STEM related careers, and they knew what careers these women studied in college, as well as what these women did in their STEM jobs.

The mindset effect

Stanford Professor Carol Dweck’s research shows that a growth mindset leads to higher academic achievement. Before the program 45% of participants revealed a fixed mindset. They believed that people who are good at a particular skill were born with a natural ability, they tried to avoid things that are hard for them, and believed that smart people don’t make mistakes. After the program 95% of participants had changed their mindset to a growth mindset. Girls learn how their brain cells behave when a person practices a skill, makes mistakes and is persistent. Girls were able to see that their mentors’ stories had several things in common: persistence, mistakes and practice. During our workshop girls saw their mentors’ attitudes towards STEM activities: when things don’t work out at the first try, when someone made a mistake, or when they don’t know something.

The hands-on STEM activities effect

Before the program 60% of participants revealed lack of confidence to do STEM work. They didn’t believe they could study for a career in Math or Science if they wanted. After the program 99% of participants’ confidence to do STEM work grew, mostly because girls were able to do STEM work during the program, thereby proving they could do it.

The effect of learning how STEM improves people’s lives

Before the program 85% of participants revealed interest in non-STEM careers. After the program 95% of the girls developed an interest in STEM careers that could help to improve people’s lives.