Million Women Mentors
Advancing Women and Girls in STEM careers through mentoring

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STEM Facts on Women & Girls

Women with STEM jobs earned 33 percent more than comparable women in non-STEM jobs, considerably higher than the STEM premium for men. As a result, the gender wage gap is smaller in STEM jobs than in non-STEM jobs.

A Gender Gap Exists in STEM Major/Career Interests

  • Female high school students are significantly less likely than their male counterparts to have plans to pursue a college major or career in STEM (15% vs. 44%).

  • Male students are about 8 times more likely to say they plan to pursue a career in Engineering or Technology than female students.

  • 80% of female students interested in a STEM major or career plan to specifically pursue the Sciences, compared to only 30% of male students interested in a STEM major.

Educators Identify the Need for Mentoring Relationships

  • One out of 3 educators report they had a mentor relationship with a teacher in their high school.

  • Nearly 60% of educators see their students struggling with motivation, support or confidence in planning for college.

  • 59% of educators believing mentoring/motivational programs would help students prepare for their futures.

The Desire Exists for Mentorship among Female Students

  • One out of 4 female students report their greatest challenges in attending college are confidence, motivation, or support.

  • Only 4% of female students interested in pursuing STEM were encouraged to do so by a mentor.

  • Twenty percent of current female high school students interested in a STEM discipline say they would like to learn more about mentoring and motivational programs to help prepare them for the future.

Want more facts on women in STEM? Check out Million Women Mentor's White Paper Here.
Take a look at Million Women Mentor's monthly newsletter, including Mentored Pathways mentoring program, here

 

STEM Connector
Science, Technology, Engineering, Math Facts
 

STEMconnector®, a Diversified Search company, is a consortium of companies, nonprofit associations and professional societies, STEM-related research & policy organizations, government entities, universities and academic institutions concerned with STEM education and the future of human capital in the United States. STEMconnector® is both a resource and a service, designed to link “all things STEM” through a comprehensive website and portfolio of products that connect national, state and local STEM entities. The STEMconnector® website contains profiles of STEM-related entities and details ‘Who is Doing What’ in STEM education throughout the world.

  • 20% of U.S. jobs require significant STEM knowledge and skills

  • STEM jobs average salary is$85,570

  • United States ranks 28th in math literacy & 24th in science literacy

  • Proportion of underrepresented minorities in science and engineering needs to triple to matchrepresentation in the overall U.S.

  • Over the next 10 years , the demand for scientists and engineers is expected to increase 4x the rate as other occupations

The Way Forward

In an effort to close the gaps in STEM education and employment, it is imperative that we develop a more systematic approach. A multi-stakeholder model in which institutions of higher and technical education, the private sector, the nonprofit and government sectors work collaboratively on those issues is the most sustainable path to success. STEMconnector has been at the forefront in that regard by deploying a vanguard of initiatives & Councils designed to leverage the expertise of industry, nonprofits and government stakeholders. The key initiatives are:

STEM Innovation Task Force

The STEM Innovation Task Force (SITF) is a thought leadership and action council comprised of more than 30 private sector and education leaders focused on collaborative approaches to address the STEM talent shortfall gap. The SITF views the STEM challenge through the lens of the private sector and develops solutions that prepare the next-generation workforce with necessary capabilities for the jobs of tomorrow. To address these challenges, the SITF established three major campaigns, STEM 2.0, STEM Career Accelerator and the Global STEM Talent Summit. The SITF also publishes research-based white papers on STEM that advance capabilities such as career-focused experiential learning, STEM 2.0 and its effectiveness on student learning outcomes and career preparation.


 

Platinum Sponsors

Project Lead the Way

Project Lead The Way provides transformative learning experiences for K-12 students and teachers across the U.S. We create an engaging, hands-on classroom environment and empower students to develop in-demand knowledge and skills they need to thrive. We also provide teachers with the training, resources, and support they need to engage students in real-world learning.


Reinventing the Classroom Experience

Our pathways in computer science, engineering, and biomedical science engage students in hands-on activities, projects, and problems; empower them to solve real-world challenges; and inspire them to reimagine how they see themselves.

 

20 Years, Millions of Students, Tens of Thousands of Teachers, and This Is Only the Beginning

Our programs provide a transformative learning experience for K-12 students and teachers across the U.S.

PLTW and Student Success

The compelling, hands-on PLTW classroom experience changes the way students experience school, from kindergarten through graduation day.  

Research demonstrates that PLTW students outperform their peers in school, are better prepared for post-secondary studies, and are more likely to consider careers as scientists, technology experts, engineers, mathematicians, healthcare providers, and researchers compared to their non-PLTW peers. Students find PLTW programs relevant, inspiring, engaging, and foundational to their future success. 

PLTW and Teacher Success

Our professional development prepares teachers to infuse a new way of teaching into the classroom and is also known to change the way educators teach non-PLTW classes, as well. Through our programs, we provide the community, support, and resources teachers need to devote more time to inspiring students. In fact, 92 percent of PLTW teachers say they are confident to return to their classrooms and teach their PLTW course after participating in our professional development program.
 

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Our Philosophy for Education

We believe all students – beginning at a young age – need access to real-world, applied learning experiences that empower them to gain the skills they need to thrive in college, career, and beyond.

Through our programs, students develop in-demand, transportable skills – such as problem solving, critical and creative thinking, collaboration, and communication – that they will use both in school and for the rest of their lives, on any career path they take. As PLTW students progress through grades K-12, they are empowered to explore career paths, engage in problem solving and process thinking, develop technical knowledge and skills, and build communication skills.

We believe teachers play an immeasurable role in empowering students, and our programs provide teachers with the support and resources they need to devote more time to inspiring students. Through PLTW professional development, teachers learn to facilitate and coach and become comfortable in these roles as their students guide their own learning.

APB: The Building Blocks of PLTW’s Curriculum

Our activity-, project-, and problem-based (APB) instructional design centers on hands-on, real-world activities, projects, and problems that help students understand how the knowledge and skills they develop in the classroom may be applied in everyday life. The APB approach scaffolds student learning through structured activities and projects that empower students to become independent in the classroom and help them build skill sets to apply to an open-ended design problem. This approach provides students with unique opportunities to work collaboratively, identify problems, apply what they know, persevere through challenges, find unique solutions, and lead their own learning.

Proven Results

External authorities across the U.S. have researched – and validated – PLTW’s impact. 

Studies have shown: 

  • PLTW contributes to a strong, positive impact on mathematics and science achievement1
  • PLTW has a positive influence on students’ career interest and likelihood to continue their education
  • PLTW offers a pathway to prepare and motivate students to enter careers in science and engineering
  • PLTW high school graduates are nearly three times as likely to major in STEM versus non-PLTW graduates2
  • PLTW students in Texas scored higher on the state’s mathematics assessment and were more prepared for higher education institutions in the state3

[1] Tai, Robert H. (2012). An Examination of Research Literature on PLTW. University of Virginia. Publication by PLTW.
[2] Pike, Gary and Kirsten Robbins (2014). Using Propensity Scores to Evaluate Education Programs. Indiana University-Purdue University-Indianapolis.
[3] Van Overschelde, James P. (Spring 2013) Project Lead The Way Students More Prepared For Higher Education. Texas State University. American Journal of Engineering Education, 4(1). 

A Transformative Professional Development Experience Centered on Student and Teacher Success

PLTW Launch Professional Development engages teachers in a collaborative, hands-on learning experience that challenges them to look at their role in a different way.

Teachers will develop an understanding of the activity-, project-, problem-based (APB) instructional approach, embrace their role as facilitators of learning, and gain familiarity with grade-level PLTW Launch modules.

PLTW Launch teachers have access to ongoing training opportunities throughout the school year, including robust instructional support, on-demand resources, and a community of collaborative educators to connect and interact with through our online tool Community.

PLTW Launch Professional Development goes beyond preparing teachers to facilitate and deliver a transformative learning experience in their classroom: It also provides teachers with the opportunity to advance their careers as instructional leaders and program champions.