Studies conducted in Israel and worldwide unequivocally demonstrate that girls are consistently underrepresented and tend to achieve less in the fields of mathematics, science, technology, and engineering. These disparities become evident early on in the school system, where girls account for only 30% of students studying physics and computer science, and less than 10% of those pursuing electrics and electronics. The choices made by students in these fields are significantly influenced by their close relationships, parents, and teachers.
Given that a limited number of women pursue mathematics, technology, and science, their potential to enter prestigious and lucrative professions, harness valuable human resources for economic growth, and assume decision-making roles in various sectors of Israeli society is hindered. Persistent biases and gender stereotypes discourage teenage girls and women from exploring science-related disciplines. In the backdrop, a direct link exists between reducing gender disparities in education and providing equal opportunities for both genders, which, in turn, fosters economic development. It appears that teaching methods closely aligned with everyday language, coupled with practicality and visualization, create an empowering environment for girls studying mathematics and sciences.
Ms. Yael Barak Malma, the projects’ coordinator in the Department of Systemic Programs and Professional Development at the ORT Israel Network, explains:
“To bring about tangible change, educational initiatives must employ a variety of teaching tools and methods, including social and emotional elements. These measures will increase female students’ interest in advanced-level mathematics, science, and technology careers, bolster their self-confidence, and enhance their actual abilities needed to excel in these fields. This approach to teaching should incorporate well-defined assessment tools and success criteria. The staff at the ORT Network’s Directorate of Research and Development and Training have been diligently working on this for the past few years, employing parallel processes, both for specific programs and for systemic, cross-sector activities. We have gained insights and developed expertise in establishing an ecosystem that fosters equal opportunities for both genders within educational institutions. We firmly believe that a school-based approach contributes to creating a fairer society, allowing all its members to unlock their currently unrealized potential.”
Ms. Merav Elkan, the Head of the Department of Programs and Projects in the ORT Israel Network’s Administration for R&D and Training, emphasizes the necessity for a shift in perspective among key influencers within the education system, including those with whom male and female students interact:
“The transformation should not be limited to the girls themselves but should encompass the socialization agents who significantly shape the girls’ self-perception and their roles in society. This includes parents, teachers, peer groups, and the media. As the crux of the issue lies in an environment marked by prevailing biases regarding science and technology, a dearth of female role models in these fields, and an education format that does not promote equal opportunities, a comprehensive intervention program becomes imperative. This program should encompass a range of activities involving girls while integrating various segments of the population.”
For approximately two years, an inter-sectorial steering committee operated within the ORT Network, featuring representatives from industry, academia, local authorities, entrepreneurs, and education leaders. Through their collaborative efforts, insights into strategies to advance this cause were gained. The ORT Network’s staff is dedicated to inspiring girls to pursue studies in science and technology, with the ultimate goal of nurturing their potential, equipping them with tools for personal growth and empowerment.