By Lenka Kollar (a female nuclear engineer)

Diversity in the science, technology, engineering, and math (STEM) fields is lacking (read post), but why? Where does the gap start? The founder of GoldieBlox says it's in early childhood for women. Girls are encouraged to play with dolls and anything pink and not construction toys that make you think. Construction toys get kids interested in math and science and help them develop spacial skills. But these toys are marketed towards boys and not girls. But girls do want to be more than just princesses and they want to like science and math, watch the video below.

Only 11% of engineers in the United States are women and GoldieBlox is out to change that. More women than ever are attending college and we need to tap into that talent to enhance scientific innovation. Support GoldieBlox by voting for them in the Intuit Small Business Big Game competition. You can vote once a day! The winning business will get a professionally-produced commercial aired during the Super Bowl. Wouldn't it be great to promote women in STEM during the manliest event of the year?

What were your favorite toys growing up?

Don't forget to vote!!

By Rita Patel and Suzy Baker

A panel discussion at the American Nuclear Society conference in Washington, DC, this week featuring:

David Roelant from Florida International University
Lisa Marshall from North Carolina State University
Craig Williamson from South Carolina Universities Research and Education Foundation

Craig Williamson said it best, beginning his presentation by saying:

Fortunately the three panelists (pictured below) offered innovative ideas for increasing diversity at Nuclear Engineering & Technology programs on college campuses. Roelant spoke on behalf of Florida International University (FIU), a school with a “majority minority” student population. Additionally, FIU is the top producer of Hispanic graduates in the country. Many students at FIU are the first in their family to go to college. This can partially be attributed to the community programs, which FIU is involved in, including a dual-enrollment program for local high school students and outreach events for elementary school students. 

Likewise, Lisa Marshall from North Carolina State University (NCSU) expressed a need to reach underrepresented populations early, when they are forming their professional aspirations as preteens and teens. Marshall mentions capitalizing on the “cool factor” where she emphasizes unique opportunities such as the on-campus nuclear reactor available for student education and research. She has found success partnering with existing programs designed to support girls and minorities. Their summer programs for high school students result in an astounding 30% enrollment in Nuclear Engineering. Marshall wants to focus more on the relationship with the students who are enrolling in the program, rather than just let them be another statistic. Through a nurtured relationship, the students naturally transform into ambassadors, reaching back to their own communities encouraging other students to follow a similar path.

Craig Williamson rounded out the panel, beginning with his rather frank assertion that the nuclear industry has a great deal of work left to do in cultivating a diverse workforce. At the South Carolina Universities Research and Education Foundation, Williamson crunches the numbers on enrollment at nuclear programs and works to support programs throughout the state to actively increase diversity. As evidenced at South Carolina State, targeted programs work- this spring they will reach a new milestone. A student who completed her bachelor’s degree in a Nuclear Engineering Program in South Carolina will be receiving a Ph.D. from the University of Maryland. 

All of the panelists seem to agree that we must do more to be inclusive and active in promoting diversity at our Universities and beyond. 

How has your institution taken steps to increase diversity in your field?