ENGAGING HIGH-SCHOOL GIRLS IN GEOSCIENCE RESEARCH THROUGH FEMALE MENTORSHIP AND A SUMMER CAMP OPPORTUNITY

The percentage of women earning geoscience degrees has increased steadily over the past two decades and in 2009, reached 43%. However, the representation of women in geoscience occupations continues to lag this number (<30% since 2003). The use of peer-mentoring networks and role models are two of the most effective strategies to increase gender diversity in the Geosciences. The STEM Summer Camp for High School Girls provided an authentic summer research opportunity for 20 girls in 2018 and 2019 at Florida Gulf Coast University (FGCU). Twenty high school girls (incoming 10th and 11th and 12th grade students) focussed on local climate change issues, in particular those related to sea-level rise and hurricanes. The participating girls undertook geoscience field work where they took sediment cores and beach profiles. They were then mentored in laboratory practices and used state-of-the-art laboratory instruments. The girls gained invaluable skills in collecting, interpreting, and presenting data to the the community. There were several layers of mentorship in this program. Dr. Muller, a female geoscientist, and Dr. Nation, a female climate change education scientist oversaw the camp. Female FGCU STEM majors (2 graduate and 2 undergraduate students) also served as secondary leaders and mentors. Drs. Muller and Nation mentored these activity leaders passing down skills in confidence and leadership. The high school girls were surveyed before and after taking part in the STEM camp. The survey asked a variety of questions about their abilities and expectations of themselves as researchers and their overall attitudes towards the program and research project. Results from the survey found that all of the girls who engaged in the STEM summer research experience became more interested in pursuing science in college or university. Nearly all of them agreed that the program helped them to become more independent and skilled researchers. The results also suggested the girls found the project to be interesting, and felt as though they were helping to complete valuable research. The girls reported being better able to make use of primary literature and research in the field. Lastly, they reported their laboratory skills were improved as a result of the program including their ability to make observations, collect and analyze data, and orally communicate the results of their research through a poster session at FGCU on the final day of the program. The geoscience community needs to continue to expand these types of activities—both formally and informally.