Editorial: A school's step toward closing one gender gap

Perhaps on a birthday long ago, a kid you know unwrapped an Erector set and spent the day constructing a tower. Or maybe you watched your own child open a Lego kit and begin building a miniature ship or medieval castle.

In both cases, the youngster was likely a boy. We've trained them from an early age to build things, and it doesn't take a rocket scientist to link that to the majority of engineers being men today.

It doesn't have to be that way, nor should it be. That's why efforts like Northwest Suburban High School District 214's new program to entice girls to explore careers in engineering and technology are so important. Starting this fall at Elk Grove High School, a special Intro to Engineering class was offered only to girls.

That's right. No boys allowed.

Separating the girls might seem a backward step on gender inclusiveness, but the goal is to inspire them to "take the leap," says Associate Principal Kyle Burritt. By removing the "guy's club" atmosphere in classes typically filled by boys, girls would feel less intimidated to enroll, speak up and ask questions in class.

So far the experiment is working. The curriculum is the same as in other engineering classes, but a more intimate environment allows the girls to thrive where they may not have otherwise. "When we don't have boys around we don't have as much pressure, and we realize we can handle this," one student, Nancy Suarez, told Melissa Silverberg in this week's story.

The suburbs are rich with companies that need quality high-tech workers, including Abbott, Motorola, Northrup Grumman and Navistar. It makes no sense to shut out half of the pool of potential innovators because girls don't feel comfortable learning how to be one. Ironic as it seems, separating girls from boys now could eventually lead to full integration.

Counselors invited girls to sign up for the class based on high math scores and career interest surveys. The class was kept small, and the students often hear from female college students and professionals. Role models are another key component to the program's success.

Some may say boys are naturally drawn to STEM (science, technology, engineering and math) topics, that their brains are more wired toward logic and spatial cognition. The nature vs. nurture debate will continue. The reality is, however, girls typically don't get the head start that boys do, even when they show interest.

Girls need opportunities early on to develop an interest in these fields - through play, visits to science museums, and exposure to women and men working in a variety of fields. Many elementary-age girls respond well to encouragement from teachers, but when they hit high school their attitudes change. That's why it also is important that young boys learn to see beyond the stereotypes so they accept that it's not an oddity for girls to be in STEM classes.

According to 2011 Commerce Department figures, women fill close to half of all jobs in the U.S. economy, but they hold less than 25 percent of STEM jobs. Many factors contribute to this persistent gender gap, but removing barriers to success, as District 214 is trying to do, is one step toward closing it.