There is something powerful about looking back and realizing how much support shaped who you became. For many women in STEM, confidence did not appear out of nowhere. It was built through encouragement, opportunity, and the quiet but steady belief of people who made it feel normal to succeed.
In this piece, our Treasurer and Astronaut, Susan Helms, reflects on her own early experiences with math and science and the environment that helped her thrive. Her story is both personal and eye-opening, highlighting a truth we cannot ignore: not every girl receives the same support, and that gap still matters today.
What follows is not just a reflection, but a call to action. It is a reminder that when we create the right conditions, girls do not just participate in STEM. They excel, lead, and redefine what is possible.
When I was a young girl in grade school and middle school, I discovered that I had a talent for math. To me, math problems were really easy to solve, and as a result, I was always at the top of my class. I also loved and excelled in science classes, and my report cards were always full of straight ‘A’s’ and praise from my teachers. If any fellow student made a scoffing remark that girls weren’t supposed to be good at math and science, well, I just knew it wasn’t true. Wasn’t I a walking example that girls can be just as good at math and science as boys? Didn’t my teachers and parents agree that I had a real knack for this STEM stuff? In my mind, anyone who said that girls were not as good at math and science as boys just didn’t know what they were talking about.
It was only later in life that I realized that a lot of young girls and women today do not always receive the same supportive encouragement that I received to pursue an interest in science, technology, engineering and mathematics (STEM). Despite growing awareness about gender equality, many girls still face significant challenges, particularly in underserved communities. These obstacles often stem from stereotypes, lack of representation, and unequal access to opportunities. However, with the right strategies, we can collectively help girls overcome these barriers and thrive in STEM fields.
One of the most effective ways to support girls in STEM is to provide early exposure and encouragement. When girls are introduced to STEM activities at a young age—through hands-on experiments, coding clubs, or science competitions—they begin to see these subjects as engaging and accessible. Maybe, as I did, they even find that they have a real knack for it. Early experiences - and especially early successes - help build both interest and confidence, making it more likely that they will continue pursuing STEM subjects as they grow older. Along the way, the encouragement from people they respect, such as favorite teachers and fellow friends, cannot be underestimated.
Equally important is the presence of role models and mentors. When girls see women succeeding in STEM careers, it challenges the outdated belief that these fields are only for men. Schools can invite guest speakers, highlight female scientists in lessons, or create mentorship programs that connect students with professionals. These role models make STEM careers feel more realistic and attainable. The goal of the AstraFemina organization is to achieve exactly that: to show young girls through our STEM stories that a career in STEM is can be exciting, impactful, fun and challenging in the best way.
I was lucky enough to have strong encouragement from my teachers, who behaved as if a girl at the top of the math class was a ‘normal’ thing and not at all unusual. Because of the amount of time spent in school during the formative years, educators play an especially crucial role in shaping the STEM experiences of girls. By fostering an inclusive classroom environment, teachers can ensure that girls feel just as valued and capable as boys. This includes encouraging equal participation, addressing biased comments, and supporting collaboration rather than competition. When girls feel respected and heard, they are more likely to engage actively and build confidence in their abilities.
Building and sustaining confidence is essential in helping girls persist in STEM. Many girls doubt their abilities even when they perform well. Encouraging a growth mindset—where mistakes are seen as opportunities to learn—can help shift this perspective. Positive feedback, recognition of effort, and celebrating achievements, no matter how small, all contribute to stronger self-belief. You know you have a confident girl when, upon questioning, she says “Girls not good at STEM? FAKE NEWS! They obviously don’t know the facts!” or better yet, “Why is this even a question?”
Finally, overcoming these barriers requires the involvement of the entire community. Parents, teachers, and peers must actively challenge stereotypes and support girls’ ambitions. Clubs, study groups, and STEM-focused organizations provide safe spaces where girls can explore their interests without fear of judgment. Encouraging curiosity, providing resources, and promoting equality in opportunities can collectively reshape the narrative around who belongs in STEM.
When I look at the above factors that contribute to a girl’s success in STEM, I was, in my early years, exposed to a near perfect environment to encourage my own interests and talents. For me, the typical obstacles did not really exist. I now realize that my own confidence had a lot to do with my supportive surroundings. Acknowledging the obstacles that can exist and taking steps to mitigate them is a major element of our collective mission. Let’s all do what we can to empower girls to pursue and succeed in STEM fields, and move society closer to a future where talent and passion—not gender—determine success.
