Background
According to the Organization for Economic Co-operation and Development (OECD) at age 15 girls test higher than boys in all subjects except math, where they trailed by only three months. In reading girls are ahead of boys by the equivalent of one full school year. Teenage boys are 50% more likely than girls to fail to achieve basic proficiency in math, reading and science. Girls’ educational dominance persists after high school. In developed countries girls now make up 56% of students enrolled in universities. In a decade that number will be 60%. Girls who go to university are more likely than their male counterparts to graduate, and typically get better grades.
The problem
Historically, less than 10% of the participants in the annual National Geographic Bee are girls. Yet, on a national level, participation in spelling bees and science fairs is equally divided between girls and boy ages 10 to 14. In the first ten years of the National Geographic Bee only 2 of 120 finalist were girls. In 2017 only 4 girls were amongst the 54 students who made it to Washington D.C. to compete for the finals; no girl made the 2017 National Geographic Bee finals. Why is it that middle-school-aged girls are equally adept, if not more advanced, in reading, writing, spelling, social studies, science and math as boys, but lag far behind in geography; and why don’t girls gravitate towards geography?
Since the 1950s geography has declined as a school curriculum in favor of social studies because it was too dependent on rote memory. Emphasis has been placed on getting students to think about the broad picture, to analyze rather than memorize facts. The geography gap between boys and girls is explained first and foremost by the fact schools are not teaching geography. Other reasons include: significant sex differences in geography-related activities like atlas use and navigation; boys tend to have higher mental rotation skills, allowing them to better imagine what things look like reversed or upside down–a difference that gives boys better spatial skills; boys tend to be captivated by detail whereas girls are more interested in the big picture; girls tend to explore areas that don’t lend themselves to in-depth detail; girls do not show interest in maps and geography at an early age; and no geography related toys marketed specifically to girls.
Gone Global Inc’s solution to this problem is Gigi
Gigi is an acronym for–Girl’s Invitation to Global Information. Gigi is a doll / character that inspires girls at an earlier age to learn geography and to understand the world they live in and will inherit. The Gigi dolls / characters represent countries, states, cities, national parks, native tribes, universities, professions, etc. Besides the physical dolls, Gigi will soon come to life in many forms. What we know is that play is associated with cognitive development and socialization. Play that promotes learning and recreation often incorporates toys, books, props, or other playmates. Play consists of an amusing, pretend or imaginary activity alone or with another. Some forms of play are rehearsals or trials for later life events, such as pretend social encounters–an example is doll parties. Play promotes flexibility of mind such as discovering multiple ways to achieve a desired result, or creative ways to improve or reorganize a given situation. Gone Global, Inc.’s goal is to inspire young girl’s imaginations to go beyond geographic borders.
Girls and STEM (Science, Technology, Engineering, Math) careers
All individuals use spatial thinking as they interact with the world around them. It is a unique way of thinking about the world and interacting within the world. Spatial thinking involves visualizing, interpreting, and reasoning using location, distance, direction, relationships, movement, and change in space. A girl who has acquired robust spatial thinking skills is at an advantage in our increasingly global and technological society. There is a convincing body of work showing that spatial thinking skills are connected to STEM engagement, persistence, and success. There is ample evidence of a historically persistent gap between the proportions of girls versus boys who pursue, succeed, and persist in various STEM fields. These empirical associations raise the possibility that a potential path toward reducing the STEM gender gap would be to improve girls’ spatial skills.