The founding of the Sisters of Mercy, a religious congregation dedicated to the concerns of women and children, was inspired by Mother Catherine McAuley’s confrontation with poverty and the oppression of women. Catherine visualized education as a means to effect social change and help women discover and achieve their full potential. It is this philosophy […]
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The founding of the Sisters of Mercy, a religious congregation dedicated to the concerns of women and children, was inspired by Mother Catherine McAuley's confrontation with poverty and the oppression of women. Catherine visualized education as a means to effect social change and help women discover and achieve their full potential. It is this philosophy that is the foundation of the only all-girls' high school in the state of Maine, Catherine McAuley High School.
In alignment with our namesake's endeavor, our mission is to help girls with dreams become women of vision and action. It is with great priority that we apply this mission to our STREAM-based curricula. STREAM is the acronym for science, technology, religion, engineering, arts and math. STREAM schools seek to infuse the traditional STEM curricula with a commitment to ethical behavior rooted in religious and spiritual teachings, experiential social justice projects and the arts.
Much attention has been given to America's STEM workforce shortage and its contribution to a widening talent gap arising between America and its economic competitors. In 2013, the Bureau of Labor Statistics projected 9.2 million jobs will be created in STEM fields by 2023. From 2008 to 2018, STEM jobs are expected to grow by 17%. However, only 8% of college graduates enter the workforce prepared for a STEM career.
But the real problem underlying those numbers is an enormous gender gap. Despite making up almost half the workforce, women represent only 26% of STEM workers, according to census data. This disparity can be traced back to K-12 education, where the National Assessment of Educational Progress shows that while male students were more likely to receive credits in STEM courses, female students performed equally or exceeded their male counterparts, indicating that interest, not aptitude, is the issue.
While a disparity begets urgency, potential inspires action; and the potential for women in STEM fields is significant. According to the White House Office of Science and Technology, women in STEM jobs earn 33% more than those in non-STEM occupations and experience a smaller wage gap relative to men. But developing an interest in STEM fields among young women requires more than just a classroom solution. To effectively address the challenge, educators must reach beyond our institutional walls and create opportunities for rewarding engagement with community partners. That is why we are implementing a robust strategy to enhance our STREAM curricula in conjunction with the development of an intergenerational campus that will serve as a model for engaging young women in STEM fields.
Our shared vision for the property is to develop an intergenerational community committed to energy-efficient technologies, smart growth strategies, preservation engineering and health care accessibility. Sea Coast Management is our partner in creating a truly interactive campus that will enliven classroom learning with practical applications in service of our neighbors and in so doing, demonstrate to young women the rewards of STEM education.
Granting partners include EPSCoR and SEANET, whose funds have enabled the development of our Science Discovery Camp for elementary and middle school girls to learn new techniques in biotechnology, gain laboratory experience and better understand sustainable ecosystems. Additionally, The Davis Family Foundation and Hoehl Family Foundations have provided awards for capacity building and organizational development.
President Obama, referencing the STEM gender gap, identified the simple truth when he said, “That means that we've got a whole bunch of talent…not being encouraged the way they need to.” Educators are in the talent encouragement business, but meeting the challenge of producing a qualified, ethical, creative STEM workforce requires a communal investment. McAuley High School is doing its part with 44% of our most recent graduates entering STEM fields of study. We intend to build on this success by creating a collaborative model with our neighbors via the proposed intergenerational campus, and we look forward to the shared successes that it will deliver for Maine and beyond.
Kathryn Woodson Barr, head of school at Catherine McAuley High School in Portland, can be reached at kathryn.barr@mcauleyhs.org.