Unlocking imaginary boundaries : promoting STEM careers in the Girl Guides’ Association

Abstract

The motivation for this qualitative study is driven by the author’s desire to investigate initiatives aimed at promoting the participation of women in STEM careers, within the Malta Girl Guides. Its purpose was to identify the factors that actuate girls and women to take on STEM careers, to design a STEM badge curriculum programme for Maltese Ranger Guides (aged 13-15), and to observe and report its outcomes. The STEM badge curriculum provided the Ranger Guides with the opportunity to explore the various possibilities of a career in the STEM areas. The objective of this study was to evaluate the implementation of the badge curriculum programme and provide recommendations when putting it into practice.

This research project took the form of a case study within the Malta Girl Guides, carried out among a group of Ranger Guides who participated in a day long workshop in which the Badge Curriculum was put into practice. Focus groups were chosen as the main form of data collection within this research study. Two focus groups were held, one at the initial stage of the study, through which the participants’ perceptions on STEM subjects and careers were identified, and another a few weeks after the implementation of the badge, in which the badge curriculum was evaluated. The data collected through the focus groups was supported by reflective diaries which were completed by the participants during the day workshop. The research highlights the role non-formal educational settings such as the Malta Girl Guides has, in reducing the gender gap in STEM careers and provides an understanding on how a badge curriculum as an initiative of the Malta Girl Guides, can be used to encourage girls to take on STEM careers.