STEMinism in the classroom: Reflections from a female GTA


  • Sophie Kempston



The need for professionals with a science, technology, engineering, or mathematics (STEM) background is higher than ever before, and this need will continue to rise in future years, particularly for those with a university degree. Applications for STEM degrees in the UK are at an all-time high; however, women are significantly underrepresented in STEM courses at university, have higher dropout rates from these courses than their male counterparts, and even when they obtain a STEM degree, are less likely to choose a career in this field. These issues have been well-documented in the literature for over a decade, yet these issues still persist in the present day.

This is a reflective piece from my perspective as a female graduate teaching assistant (GTA) teaching in STEM, highlighting the tools I use in the classroom to try and empower particularly female students and equip them for success. It also reflects on my own experiences, both as student and teacher, and discusses how GTAs working in STEM subjects can be pivotal in addressing some of the gender gaps outlined above.


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