February, 2014

1. Presentation of the results of Study 1: Barriers to Female Participation in STEM post-secondary programs February, 2014

2. Methodology Literature review of international and Georgian practice Review of Georgia’s data from MoES, NAEC, EMIS, EQE, SSA & GeoStat Focus groups discussions with school students from 9th -12th grades Survey of secondary school students, teachers and parents only 9th & 12th grades Survey of TVET students and faculty Survey of university students and faculty Secondary school students and parents, teachers Survey of employers

3. Main Messages • Female STEM talent and skills are systematically lost as girls progress through the education system • Teachers and parents are less supportive of girls than boys with respect to STEM • As a consequence, girls don’t view themselves as capable as boys in STEM fields and don’t apply for post-secondary education in STEM fields • Post-secondary STEM fields and employment are “chilly” for girls

4. Main Message 1: Female STEM talent and skills are systematically lost as girls progress through the education system • Girls equal or outperform boys on various tests of science and math. • Grade 4 TIMSS 2011 • Grade 8 TIMSS 2011 • Grade 9 2010 • Age 15 PISA • Grade 12 CAT – 2011 & 2012 • But do not continue into STEM fields at TVET or University at the same rate as boys do

5. No statistically significant differences between girls and boys in mathematics Scores on four tests of mathematics

6. Girls outperform boys on four tests of science Scores on four tests of science

7. Girls out-perform boys in Earth Science and Biology, and equal boys in Chemistry and Physics, TIMMS 2011 Eighth grade students’ achievement scores for specific science subjects * The difference between gender groups in these subjects is statistically significant (F)

8. Girls out-perform boys in Science and equal boys in Math on CAT Grade 12 students’ achievement scores on CAT—Computer Adaptive Test * The difference is statistically significant (Sig=.000)

9. Girls are outperforming boys on most STEM subjects on the CAT, 2011 and 2012

10. A higher share of girls score over 7 points on the CAT test (Math and Science) Comparative performance average boys & girls, 2012 (%) * The difference is statistically significant (Sig=.000)

11. Main Message 2: Teachers and Parents are Less Supportive of Girls than Boys, with respect to STEM • Teachers think boys have more “STEM” abilities • Parents report that hard sciences and math are more suited for their sons than for their daughters in spite of actual performance • These influences from teachers and parents combine to reinforce stereotypes that STEM is more for boys than girls

12. Teachers give more positive feedback on STEM subjects to boys than to girls Percentage of students who report that: “My teacher tells me I am good at…” The difference is statistically significant : *(Sig=.000) ** (Sig.=.020)

13. Teachers perceive boys are more able in STEM subjects • About 42% of surveyed secondary teachers agreed that boys find STEM subjects easier than girls do, some teachers’ comments were: • Boys are more able to think fast • Boys are more practical • Boys are more technical • Boys are more skillful and open-minded But: Most girls think that their capabilities are no worse than boys in STEM subjects

14. Parent influences make a difference • It is also clear that parental and family attitudes also play a key role in either encouraging girls to do well in STEM subjects or not; it appears that parents are more likely to encourage boys and more likely to have contact with sons’ math teachers than daughters’. • 59.2% of school students agree that the role of family and social expectations into women’s career development is very strong in Georgia.

15. More boys than girls receive extra lessons in STEM subjects Percent of students attending enrichment lessons by gender The difference is statistically significant : *(Sig=.000) ** (Sig.=.007)

16. Main message 3: As a consequence, girls don’t view themselves as capable as boys in STEM fields and don’t apply for post-secondary education in STEM fields • Girls at school do not rate their ability as highly as boys • And therefore girls are less likely than boys to consider a career in a STEM field

17. Girls at school do not rate their ability as highly as boys Percentage of students who report that: “I am good at working out difficult problems in... “ The difference is statistically significant : *(Sig=.000) ** (Sig.=.020)

18. And therefore girls are less likely than boys to consider a career in a STEM field Percentage of students who report that: “I would like a job that involves using... “ Source TIMMS 2011 * The difference is statistically significant (Sig=.000)

19. Main Message 4: Post-secondary STEM field and employment are “Chilly” for girls • Fewer scholarships in STEM fields • Fewer female classmates in STEM fields • Gender stereotyped female role models in TVET • Fewer STEM female role models at University • Unsupportive STEM employers

20. Girls have few female classmates in TVET STEM programs

21. Girls have few female classmates in university STEM programs

22. Girls have few female full professor role models Female representation in all staff positions in three Georgian universities

23. The workplace: a welcoming place for women? Source: IPM Research Employer Survey

24. A few women in STEM workplace

25. How can Georgia recapture lost female talent and skills? Summary of recommendations • Gender awareness development in education • A school based program to eliminate gender stereotyping • Improved career guidance and information about post secondary education in STEM • Improved information about scholarships • A programme to popularise and proactively encourage STEM careers, especially for women • An employer, HEI and TVET program to promote gender balance