Barbie Dolls and Biology: Helping Women of Talent in Science by Carolyn Cosmos When the president of Harvard University recently mused that the scarcity of women in the highest levels of science could perhaps be a matter of nature rather than nurture, he set off a storm of public discussion (and a new committee at Harvard). The churning in the wake of his comment included an op-ed article in the New York Times by the paperís science editor, Cornelia Dean, who wrote, ìAnyone who thinks that sexism is no longer a problem in science has never been the first woman science editor of the New York Times.î Closer to home, thereís the case of Stephanie Birkey Reffey, who holds a doctorate in molecular biology. A former post-doctoral fellow at the National Cancer Institute, she is now a Defense Department contractor and a senior scientist at SAIC running a breast cancer research program. She said that as a graduate student, she was derisively called the ìBarbie doll of the biology department.î These examples point to a problem, but where can we look to see solutions? In a climate that may not always be hospitable to female achievement in mathematics and science, how can concerned educators and puzz led parents support a young womanís talent in these fields? Both Georgetown Visitation Preparatory School, a private school for girls, and Washington, D.C.ís School Without Walls, a co-educational public school, have produced finalists in the prestigious Intel Science Talent Search competitions. Similarly, students at the Madeira School, a private boarding school for girls in Virginia, do very well in Advanced Placement (AP) math courses, and the Stone Ridge School of the Sacred Heart for girls in Bethesda, Md., sends its female students to work as interns at the National Institutes of Health. These four area schools provide some answers to the dilemma. All four schools offer strong academic programs in science and mathematics, with AP options and specialized electives. At Madeira, the young women are offered two levels of AP calculus, three chemistry and four physics courses, as well classes in environmental science, biotechnology and bioethics. The school hopes to offer forensics and a course in computer programming in the near future, said Karen Chaffee, chair of the Science Department. At Georgetown Visitation, the young women are also offered four courses in physics, as well as AP calculus and statistics, and Stone Ridge electives include astronomy and an independent study in science. However, the two additional keys to unlocking talent in adolescent and school-age girls appear to be real-world, hands-on experiences and social support. Asked to identify the factors that led to her success, Birkey Reffey pointed to her mother. ìShe encouraged me. She raised me to believe I could do anything,î Birkey Reffey said. ìI had teachers in high school who encouraged me Ö and [the college] I went to as an undergraduate had a support network where students were paired with a mentor who was a graduate in the studentís field.î As a result, she said, when she was disparagingly called a Barbie doll, ìI ignored them. I didnít care. I was good at what I did, and I enjoyed doing it.î At Madeira, ìwe donít teach girls science differentlyÖ. We just expect them to do it,î said Chaffee. However, there is social support surrounding the studentsí efforts. Noting that ìgirls are so relationship oriented at this age,î Chaffee said the girls often study and work together. ìTheyíll say, ëWell, I have two hours of physics homework, but my two best friends are doing it too.í They want to succeed, but they do it together. Itís not a competition.î At Georgetown Visitation, ìteachers are supportive and offer students a lot of encouragement,î said the schoolís communications director, Billie McSeveney. There, team projects are common, as they are at Stone Ridge, where the upper school offers a program for girls interested in engineering. In fact, the school has sent the only all-girl teams to two ìphysics Olympicsî events. Another Stone Ridge team won fourth place last year at the Department of Energyís Science Bowlóìthe only all-girl team there,î said the upper schoolís head of science, Stephanie Scales. In some cases, co-educational environments can be difficult for female science and math students. Said Birkey Reffey, ìIn high school, a lot of times I was the only girl in a [science or math] class. Academically I did well, but it was emotionally taxingÖ. You feel like youíre sticking out, youíre different. I persisted because I had parents and teachers who supported me.î At the co-educational School Without Walls, which produced an Intel Science Talent Search finalist last year, thereís a socially supportive high school climate, said Cristal Piper, a science teacher there. The school demographics certainly help: ìWe have more girls than boys in the school and in the AP calculus class, half the students are girls,î Piper said. ìOur teachers are good role models. Two of the three science teachers and two of the four math teachers are women.î More important, she added, ìWe have a very accepting, inclusive environment where all students are encouraged to pursue what theyíre most interested in.î Students are accepting of one anotherís interests in this context, she said, joking that ìwe have a school of ënerds.í Some of the stigma associated with that in the traditional high school setting we donít have here.î Related to this social-support emphasis, schools successful in science encourage hands-on and real-world projects that typically involve both solitary study and working with others. School Without Walls describes itself as a ìdemanding alternative college preparatory program that seeks to foster independence and creativity [through] internships, apprenticeships and independent study.î As an example, McSeveney of Georgetown Visitation offered the story of physics teacher Father Jose Medina, who obtained a grant to develop a weather station and its related Web site, which has been created and maintained by students as a group project. In another team project, Visitation students explored the work of Emily Warren Roebling, who took over development of the Brooklyn Bridge from her husband when his health failed. The Visitation project explored physics, engineering and the history of women in science, and included a trip to New York to see the bridge itself. At Stone Ridge, upper-school students take part in real-world internships at various locations, including the Howard Hughes Medical Institute, National Institutes of Health and other hospitals. Madeira incorporates real-world activities into its weekly curriculum with students spending Wednesdays on special ìco-curriculumî projects that include internships. One Madeira student, Chaffee said, worked in the maintenance garage of a car dealership on Wednesdaysóand excitedly related what she did there to her work in chemistry class. ìGive your daughter the tools to succeed from a very young age,î advised Chaffee. ìIf youíre fixing something in the basement, share the project with her as well as with your son. If youíre measuring a room for a new carpet, ask your daughter to do the measurement and the calculations. And try to avoid telling a daughter, ëI didnít do well in science, so donít worry about not doing well yourself.í Assume she will do well in science and math. Girls do what we expect them to do.î Added Piper: ìI would ask parents to expose their daughters to as many science exhibits as possible and to science-related activities. Take her to the Air and Space Museum as well as to a performance of ëThe Nutcracker.í Thereís a Museum of Dentistry in Baltimore and a Medical History Museum at Walter Reed Army Hospital. Exposure is the biggest thing with a young child, especially a hands-on experience theyíll remember.î Georgetown Visitationís McSeveney recommended that parents take the time to regularly support science interests and ìset aside some time to help the student brainstorm about a science fair project, for example, or to ask about their science homework. Above all, with our busy lives, where itís hard to fit it all in, we need to listenówe need to listen to them.î Carolyn Cosmos is a contributing writer for The Washington Diplomat.