In our previous article, we shared our findings on the impact that early childhood socialization and K-6 education have on gender and minority gaps in STEM careers. This week we're considering the role secondary education and role models play on a child's decision to eventually pursue a STEM career.
In 2016, Artemis Connection launched Project Ascendance, a study on the racial and gender divide in STEM fields. An initiative of our 4.5% Giving Back Promise, Project Ascendance seeks to build a body of research and create actionable plans for women and minorities to advance their careers in STEM. This blog series shares preliminary findings from our research, based on individual interviews, literature review, and analyses.
I love to work.
I have always loved to work. My mom has these pictures of me “playing office” when I was four years old. The days I remember anticipating most were the ones that gave me a crisp new workbook to complete. Of course, I knew my clients were limited, so I spent my childhood angling to help relatives with projects.
Flexible work means different things to different employees, and it also means different things to different countries. Some countries, like France and Norway, offer flexible hours or reduced workweeks; others, especially those in Asia and Latin America, emphasize work-from-home options and geographic flexibility; and still others, like Germany and Italy, provide job-sharing programs.
See full post here.