In the dynamic world of STEM, women are making significant strides, breaking barriers, and leaving a permanent mark on industries that have historically been male dominated.
We asked Rachel Walters, Maths Teacher and NMAPS Chiltern Hub Lead, and Shama Mahmood, NMAPS Maths Trainee, about their experiences as females in a typically male STEM environment.
What inspired you to pursue a career in maths and education?
Rachel: I love maths! All the way through school I loved Maths, but I had one teacher that inspired me to understand and learn more. Maths is essentially about problem-solving and I enjoy the challenge of solving problems and finding creative approaches to maths puzzles. The process of problem-solving can be incredibly rewarding. I wanted to impart not only my knowledge, but also my passion for the subject to pupils. As an undergraduate my curiosity about how we learn and explore Mathematics continued and led to my decision to train as a teacher.
Shama: I have loved Maths since I was in school so I knew I wanted to make it my career. Studying at university made me realise how Maths is woven into everything around us and having an understanding of mathematical concepts allowed me to see connections with the things I interacted with daily. At university, I quickly realised that women were the minority on my course. I decided I want to go into education and show the brilliant world of Maths to all students, making sure that they all know they can achieve anything regardless of gender.
In your opinion what can be done to attract more women to pursue careers in STEM fields?
Rachel: As Maths teachers, we need to create a supportive learning environment that encourages girls to ask questions, explore their curiosity, and engage in hands-on activities. We should build their confidence by praising effort, resilience, and problem-solving skills rather than focusing solely on outcomes. It’s so important to nurture these learning foundations from a young age.
Shama: Being able to see a representative of yourself is so important to young women when deciding routes for their futures, especially within schools. We talk about the men who made historical discoveries but not of the women who made significant contributions. Having this diverse curriculum from a young age shows women they can be successful in a STEM field, ultimately making it more attractive to pursue as a career. Having high expectations for all students and eliminating bias is important for parents and teachers. This helps build self-confidence and experience in STEM fields. In general, STEM fields need to show inclusivity, remove any stereotypes or preconceived ideas they may have and create a welcoming environment.
What resources or support networks have you found helpful in your training so far?
Shama: I meet my fellow trainees regularly and we talk about our high points and low points of the week. We constantly reflect on our teaching and share this with each other creating a positive environment. Having the support of people who are on the same journey has been a huge help through my training. Having a mentor, an experienced teacher, is also a great support. We can discuss specific teaching and learning skills and how to balance workload. These networks have helped me to make progress and not feel overwhelmed in my training journey.
What advice would you give to young women considering a career in maths or a stem-related field?
Rachel: Pursue what genuinely interests and excites you. Whether it’s mathematics, engineering, technology, or any STEM field, a genuine passion is so important when thinking about a career.
Shama: STEM needs diversity – the greatest discoveries can only be made when there are new voices and perspectives. Being a woman in STEM means you can be a role model for others to do the same.
Do you think there are misconceptions or stereotypes about women in stem and how can we work to challenge and overcome them?
Rachel: Yes there are misconceptions, but attitudes are changing in the right direction. The industry as a whole is moving in the right direction, but at a slow pace, so we as teachers need to challenge unconscious bias from a young age.
Shama: There is a stereotype that women in STEM are not at the same level as their male peers. We are typically pushed to have alternative goals for our careers but we need to recognise women can be equally, if not more successful in a STEM career if they wish to do so.
What changes or improvements would you like to see in the representation of women in stem fields both in education and beyond?
Rachel: We need to be encouraging girls to explore STEM subjects from a young age both in and out of the classroom. It’s also important that we showcase successful women in STEM to inspire and guide aspiring female students.
Shama: There needs to be more recognition for the contributions from female mathematicians, scientists and engineers in history and how they played a key role to the advancements we have today. These women should be celebrated and hopefully inspire other women to follow in their footsteps. Relating to present day, having the opportunity to hear from women who are actively pursuing their dreams (and fighting the stereotypes) to talk about their experiences and guide the next generation of women in STEM.
Let’s celebrate the accomplishments of all women in STEM, and their role in paving the way for future generations. As we strive for a more diverse and inclusive STEM community, we must continue to champion change, support one another, and inspire the innovators of tomorrow.