Designing Exhibits to Engage Girls

Research shows that science centers and museums play an important role in giving youth STEM learning opportunities (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). These informal learning spaces use interactive exhibits and programming to spur excitement, generate interest in the sciences, shape STEM identities, and support science skills (National Research Council, 2009). A previous Knowledge Base article on engaging diverse youth further details the potential of informal learning to activate STEM interest.

However, despite these encouraging findings, informal learning spaces don’t always reach girls as readily as they do boys. Studies have found that girls do not visit science museums as often as boys (Borun, 1999; Hamilton et al., 1995; National Science Foundation, 2003). At museums, some exhibits are less attractive to girls than to boys, or engage them for less time (Crowley, Callanan, Tenenbaum, & Allen, 2001; Diamond, 1994; Hill, Corbett, & St. Rose, 2010; Kremer & Mullins, 1992; Lee & Burkam, 1996; National Science Foundation, 2003; Verheyden, 2003).

Informal science education (ISE) practitioners can use evidence to better understand and meet girls’ STEM needs.

This is a Knowledge Base article, designed to streamline access to and share evidence about informal STEM learning. Knowledge Base articles are evidence-supported claims about what is new and emerging in the field that you can reference when you develop a proposal or "make the case" for a strategy or approach to funders and stakeholders. 

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