Metrics & Testimonials

The role models (mentors) effect

Our role models and mentors are mostly women (and a few men) from diverse ethnic backgrounds who work in the high tech industry. The fact that our mentors share with our participating girls the difficulties they faced to get where they are, and how a growth mindset help them along the way, has a powerful effect on braking down stereotypes and mental barriers to what is possible for girls. 

Before the Kids’ Vision program 99% of participants reported not knowing any women in a career that has to do with Science, Technology, Engineering or Math. After the Kids’ Vision program each of the 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. More importantly, girls had heard from 5 different role models how a growth mindset has help them along the way.

The mindset effect

Stanford Professor Carol Dweck’s research shows that a growth mindset leads to higher academic achievement. Before the Kids’ Vision 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 reported that they tried to avoid things that are hard for them, and believed that smart people don’t make mistakes. After the Kids’ Vision program 95% of participants revealed a growth mindset. Girls learned that intelligence can be developed, that learning hard things are opportunities for their brain cells to make new connections and learn, and that smart people make mistakes and learn from them. This information set free girls, who though that intelligence can’t be developed, from the curse of exerting little effort at school to look smart, because now they know that they can actually become smart if they exert great effort, and make mistakes and learn from them.

The hands-on STEM activities effect

Majority of participants revealed lack of confidence to do STEM work before the program. To the question: Are you smart enough to have a career in STEM if you wanted to? Before the Kids’ Vision program 60% answered: disagree or disagree a lot. After the Kids’ Vision program girls’ confidence grew, 99% of participants responded agree to the same question. Having the opportunity to team up with mentors who have STEM jobs, and being able to solve community problems using STEM proved them that they too have what it takes to do STEM work.

The effect of learning how STEM improves people’s lives

Research shows that students’ beliefs about the relevance of math or science to themselves, their lives, and their society is pivotal to their academic performance, because a sense of purpose fuels tenacity. Before the Kids’ Vision program girls where asked to give one example of how people who study math or science help other people. Only 15% of girls responded. By the end of the Kids’ Vision program 100% of girls were able to provide answers like: “I learned that the STEM activity I did today can help premature babies in Africa, and places where there is no electricity”, or “I learned that there was a guy who made a wind turbine with things from the junk, so that his family could have electricity”.

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