Science Club for Girls: Celebrating 25 years!
Thank you for joining us to celebrate Science Club for Girls' 25 years of empowering girls and women in STEM at our first-ever VIRTUAL event! Play the event video above to see our clubs in action, and be inspired by participants' stories and this amazing community of women and girls who are paving the way for a more diverse, inclusive world of STEM.
Thanks to you, our first-ever VIRTUAL event was a huge success!
We were thrilled to have over 300 registrants for the event, and so grateful to everyone who attended and donated to surpass our goal of raising $150,000. Your support ensures the work of Science Club for Girls continues to make an impact, for the next 25 years and beyond. Thank you!
If you would like to make a pledge or to donate via check or another giving vehicle, please contact Director of Development Lucy Sweeney at email@example.com.
Empowering girls to embrace STEM through meaningful mentorship and free, hands-on experiences
Thank you for your support
I’m not sure I’d be where I am if I hadn’t had mentors and peers in Science Club who encouraged me to pursue what I wanted and helped me build the confidence to get there.
— Sophie, Junior Mentor
What We Know
An achievement gap exists between well-resourced and economically-stressed children from the moment they begin school.
Research on how children learn shows that learning that happens outside of the traditional classroom helps students see the relevance of academic subjects and leads to deeper interest, which in turn directly impacts achievement.
The achievement gap between black and Hispanic students and their white and Asian peers was evident in the 2017 Next Generation math MCAS scores
The number of white students whose scores exceeded the standards was four times higher than black or Hispanic students, and the number of black and Hispanic students who did not meet the standard was almost three times as high as white students.
Research shows that girls begin to associate boys with science and math as early as grade two, and middle school is often when stereotypes and harmful associations cause many girls to avoid STEM subjects.
Economic Policy Institute 2015.
National Research Council 2009, 2011.
Department of Education 2017 profiles http://profiles.doe.mass.edu/statereport/nextgenmcas.aspx
Cvencek, D., Meltzoff, A.N., and Greenwald, A.G., Child Dev. 2011 May-Jun;82(3):766-79.