Chiamaka Nwede is a graduate student pursuing a Master of Science degree in Public Affairs and Community Development at Rutgers-Camden.
I met a girl sitting inside her high school’s underfunded laboratory, staring at a robotic kit that had seen better days. She had always been fascinated by how machines worked, often tinkering with household gadgets and dreaming of becoming an engineer, according to her. However, she felt isolated in a classroom where only a handful of girls pursued advanced Science, Technology, Engineering, and Mathematics (STEM) courses. She had no female mentors, limited access to resources, and was constantly reminded—subtly and overtly—that engineering was not a field for girls like her. This narrative is not unique to her but reflects the broader gender disparity in STEM education across Camden, New Jersey, and beyond.
Historically, the city of Camden, New Jersey, has gone through some of the worst fiscal and economic crises in the history of any city in the United States. It remains one of the poorest cities in the country despite undergoing major economic changes, such as business tax incentives to encourage the construction of new facilities in the city (Bonilla, Santiago, 2016). These economic challenges have affected the quality of education and opportunities available to Camden’s youth. I observed that female students in Camden’s high schools remain significantly underrepresented in STEM, even though these fields offer lucrative careers and the promise of upward mobility. This gender gap in STEM education is a pressing issue that calls for immediate policy intervention to ensure that students like my laboratory friend can access, participate in, and excel in STEM fields without barriers.
For some time now the New Jersey state government has continued to invest in STEM education. For example, in November 2022, Governor Phil Murphy signed legislation (S2563) amending the New Jersey Department of Education’s grant program for STEM teachers. Despite the government efforts, systemic barriers have continued to hinder female students in Camden from fully participating in STEM fields. These include societal stereotypes, a lack of female representation in STEM faculty, and financial constraints that limit access to advanced courses and technology.
To address this gender disparity in STEM education in Camden City, New Jersey, I propose several key strategies. First, schools in New Jersey should implement initiatives to encourage and sustain female students’ interest in STEM subjects from an early stage. Second, there is a need to incorporate gender- responsive teaching methodologies and materials to make STEM subjects more inclusive. Third, establishing mentorship programs that connect female high school students with successful women in STEM careers should be a top goal of every school. Fourth, equitable access to STEM-related extracurricular activities, scholarships, and competitions must be ensured. Lastly, schools should employ more STEM teachers to mitigate teacher shortages and ensure that all students, regardless of the type of school they attend, have exposure to quality STEM learning opportunities.
I imagine a future where every young girl interested in STEM is empowered to pursue her dreams without limitations. By implementing these strategies, New Jersey’s high schools can take a bold step toward closing the gender gap in STEM, ensuring that female students are included and excel in these critical fields.
References:
Bonilla Santiago (2016): The Leap Case Study A Comprehensive Model. Retrieve from https://bonilla- santiago.camden.rutgers.edu/files/1796.pdf
New Jersey Office of the Governor. (2022, November 2). Governor Murphy signs legislation expanding STEM education access in New Jersey. NJ.gov. Retrieved from https://www.nj.gov/governor/news/news/562022/20221102a.shtml