UCalgary programs aim to close gender gaps in science and education

Girls in science, boys in teaching—paths not often travelled. At UCalgary, a new program is helping young students see their futures differently.

The University of Calgary is trying to reshape the future of physics, astronomy and education by engaging more than 1,000 Grade 6 students in hands-on learning—and tackling long-standing gender imbalances in the process.

The PHAS and EDU Choice programs, held this week on campus, offer immersive, one-day experiences designed to inspire girls to explore careers in physics and astronomy, while boys can consider futures in education.

A third stream, Enrichment Choice, introduces students to Indigenous ways of knowing.

“PHAS Choice started in 2023, and the idea is to remove barriers for women to access the fields of physics and astronomy,” said Dr. Laura Mazzino, an associate professor in the department of physics and astronomy.

“I experienced food and shelter insecurity for half of my life. Studying physics and astronomy in North America and being able to visit NASA was a long shot. I had a lot of mentors and people that helped me out, and I want to pay it forward.”

Mazzino points to statistics showing only about 20 per cent of physicists and astronomers in Canada are women, while fewer than 25 per cent of teachers are men.

“PHAS Choice is all about removing the barriers of young people to consider a career that they might not consider because of stereotypes or challenges,” Mazzino said.

The events feature five hours of mentor-led activities, campus tours and lab demonstrations.

Second-year physics student and event volunteer Kiana Urekar says she often feels like one of only a few women in her lab groups. She hopes that programs like this could help create change for the next generation.

“I think I would have had so much fun just going around and getting to see the labs, getting to see the experiments and even just getting to see role models that look like me,” said Urekar.

“It helps remove those barriers—that ‘I can’t do this.’”

Third-year astrophysics student Nandini Shah says female participation in STEM often drops around Grade 11 or 12, when young women begin thinking more seriously about their futures and often start receiving negative messaging about their potential success in STEM careers.

“In grades 11 and 12, you’re really thinking about what I can do in my future that’s going to secure me,” Shah said.

“So, when you’re told that you’re not going to do well, you don’t go into something.”

She says representation and early exposure are essential to countering those messages.

“That’s exactly why we’re doing PHAS—because at that young age, we want to tell them that they can get equal opportunities in this field if they try,” she said.

Sixth-grader Catherine Potgiecer from Connect Charter says she prefers science and math classes because they’re more hands-on.

“I don’t care how to spell a word. I care how it works,” she said.

“All my friends are really good at ELA (English and language arts) and social studies. I’m personally better at math and science. … I like it, so that’s what I’m going to do.”

Her classmate, Daisy Chidiadi, who dreams of being an astronaut or neurosurgeon, says the event sparked her curiosity even more.

“I think it’s a really good system because we’re allowing younger students to be able to learn more about the universe and how it works,” she said.

Connor Miller, also in Grade 6, took part in EDU Choice, which aims to shift perceptions about teaching being a “female” profession.

“My opinion on this is just because … (boys are) taught to go to the sports side and stuff,” he said.

“I think I can become a teacher. I’m thinking of like, there’s different types of teaching, like coaching and stuff.”

New this year, Enrichment Choice focuses on Indigenous science teachings.

Doctoral student Dustin Walter, whose Blackfoot name is Mistukii Kskstaakiina, says he hopes the students walk away with a deeper understanding of traditional knowledge systems.

“It’s important for me to transfer this knowledge on so that people can get an idea that we are an ancient people and that we are still here,” Walter said.

“We learned everything from the Buffalo—how to be respectful, how to be a family, how to take care of our children.”

He said the combination of Western and Indigenous scientific thought can help children find meaning in the world.

“If there’s something that they can find the beauty in, in my people, maybe it’ll create acceptance. Maybe it’ll create something in their lives that helps them be more accepting of Indigenous populations in our province.”