At a time when STEM fields continue to grapple with gender disparities, an innovative program is transforming how middle school girls see mathematicians—and themselves. Girls Exploring Math (DukeGEM) is a Bass Connections Research Team at Duke, bringing together undergraduates, graduate students, and professors to create engaging, puzzle-based math and logic workshops for students in the wider Durham community. DukeGEM tackles a persistent challenge: the early age at which girls begin to doubt their mathematical abilities and distance themselves from STEM careers.
Led by a cross-disciplinary and cross-institutional team—Dr. Tori Akin (Mathematics), Dr. Sophia Santillan (Mechanical Engineering), and Dr. Lauren Valentino (Sociology, UNC Chapel Hill)—the initiative does more than teach mathematical concepts. It creates inclusive spaces where young girls can discover their potential as tomorrow's mathematicians and scientists. The team led a presentation about this initiative as part of Duke Service-Learning's event series STEM + Community Engagement: Pedagogy and Practice,
The program's strength comes from its diverse leadership team, each bringing distinct expertise to address the complex challenge of gender gaps in STEM. Dr. Santillan, who initiated the project, explains, "I started scoping the project by just shooting emails all over campus in search of women in STEM who were interested.” This outreach led to a unique collaboration: Dr. Akin brings deep mathematical expertise to develop engaging, multi-level problem-solving activities; Dr. Santillan contributes engineering perspectives and hands-on learning approaches; and Dr. Valentino provides crucial sociological insights into how gender stereotypes and social barriers affect girls' STEM participation. Together, they've created a program that addresses not just what girls learn, but how they see themselves as learners.
Traditional math education often inadvertently creates early winners and losers through tracking and advanced classes. DukeGEM takes a radically different approach. "We create rich problems with multiple access points, multiple learner levels, multiple avenues to solution," Santillan explains. When exploring geometry through the human knot exercise, students discover complex topological concepts through physical movement and teamwork. This approach ensures that students who haven't yet started algebra can engage just as meaningfully as those who have.
One of the most revealing measures of the program's impact comes through a simple but powerful drawing exercise. "We built on something called the 'draw scientist test,' which captures the hidden stereotypes children have about who scientists look like," shares Dr. Lauren Valentino. "We adapted that to a mathematician."
Initial drawings often feature stern-looking men at blackboards, while later drawings show diverse, engaged mathematicians, including one powerful image where a student wrote "ANYONE" across the mathematician's face.
The program's impact extends far beyond mathematical skills, reaching into how girls view their own potential and abilities. "I can accept myself and my abilities. I can work by my own standards and stop comparing myself to other people," one participant reflected. Another student articulated a powerful realization about gender stereotypes: "I can work/do in a STEM field and still be compassionate and help others. I don't have to change myself to fit or defy expectation." These transformations represent a fundamental shift from self-doubt to self-acceptance. Many participants express newfound confidence in their mathematical abilities: "I learned how to do harder math and to be more confident" and "I can always get better at math and learn new things." These statements reflect a crucial transition from a fixed mindset about mathematical ability to a growth mindset that sees challenges as opportunities for learning.
When asked about their biggest takeaways from DukeGEM, participants shared how the experience changed their perceptions of STEM, gender, and their own abilities.
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The team's approach tackles persistent myths about gender and mathematics head-on, but with age-appropriate sophistication. Rather than simply telling girls they can succeed, the program helps them understand why gender gaps exist and how to challenge them. Through discussions, activities, and mentorship, students don't just learn mathematics; they learn to see themselves as mathematicians.
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DukeGEM operates as an interdisciplinary, cross-institutional program at Duke University, bringing together expertise from mathematics, engineering, and sociology to transform how middle school girls see themselves in STEM. Through workshops, mentorship, and hands-on exploration, the program is helping to create a more inclusive future for mathematics and science, one student at a time.
