Ariel Norling here. I write about education, technology, and my adventures in entrepreneurship- i.e. everything that I've learned outside of a classroom's walls. I am often sarcastic, sometimes serious, but always infinitely curious.
Science Needs Women: For Women in Science; the L’Oreal Foundation
I’m sharing this video on any platform I can because when I first found it last week it had something like 1,400 views, but it’s the most beautifully produced and succinctly narrated video addressing some of the most complicated issues facing women in STE(A)M fields I’ve found yet.
I’m sharing this for every time I’m called a “feminazi.”
…for every time I’m told that my concerns aren’t valid, our that our issues are imagined.
…for every time I hear “women just don’t like science,” or worse - “women just aren’t good at science.”
…for every time we’re told that we can have a family or a career, but not both - and for every time we feel like we have to decide between the two.
The women in this video are my heroes and they should be your heroes, too.
Science needs women.
thebrainscoop's commentary is so on point. I actually cried watching this video, which is something I don't often do, because this hits so close to home.
As a girl who was all about math and science up until high school (I used to compete at the state level in UIL, and had dreams of becoming an architect with a sustainability focus), it makes me wish I could go back and see what triggered that change. I know part of it was definitely my teachers. By high school, I didn’t get much encouragement from faculty to pursue STE(A)M. In fact, I was actively discouraged from pursuing it a significant portion of the time. I was repeatedly told I just wasn’t ______ enough (mostly the blank was filled with smart). At the time, I kind of just believed them. Now that I’m older, it angers me to no end.
The “Tell Her She’s Pretty Brilliant"commercial might be a little much, but it’s point rings true. The gender problems in STE(A)M don’t start at college. We should all be aware of the message we give to students, especially those already experiencing stereotype vulnerability. We can be those mentors and examples that they need.
“Maybe instead of asking, “what does the technology allow us to do now, that we couldn’t do before”, maybe we should ask, “what does the technology allow the student to do now that they couldn’t do before”?”
Adventures (Minus the Sleepovers) in Sexism in Education Technology
I wrote what is easily the most important, intense blog post I’ve ever written. The outreach from the education, technology, and educational technology sectors has been astounding. I’ve cried reading some of the stories women have started sharing with me about their experiences. Sexism and rape culture is a very real problem in edtech and education, and it clearly has been receiving too little attention. I just hope we can this as an opportunity for reflection, healing, and progress, and that we all can start incorporating empathy into our practices.
Note: It’s a bit of a dark read and might/should make you uncomfortable. I did my best to keep it light, but there’s only so much one can do considering the subject matter.
“Education should be the process of helping everyone to discover his uniqueness, to teach him how to develop that uniqueness, and then to show him how to share it because that’s the only reason for having anything.”
Is this really the best that we can do for career planning, especially at the high school level? Just thinking or talking about it? That’s about as effective as being an entrepreneur who never builds anything, or asks any good questions of customers. [For the record, the “Get experience” is about job shadowing, which I argue is exposure over experience]
The last time someone asked me “What do you want to be when you grow up?” before writing my college application essays was in the fifth grade. Yet we sort kids based on their perceived aptitude and limited career musings.
With the exception of my Architecture class, the subjects I have been most interested in as an adult were miserable to me in high school- for a variety of reasons: teachers, assignments, etc. I’m lucky that I maintained my curiosity, otherwise those fields would have been forever tarnished.
We’re making kids choose careers at 17/18 based on limited course catalogs, experience, and exposure to what’s out there. Not to mention that hardly anyone admits the nonlinearity and indefinite nature of career trajectories, beyond letting kids know it’s okay to change college majors. That’s a problem even when we’re ignoring that jobs are invented and destroyed all the time, and that there are ways for people to combine their passions in ways that can’t be described by any O*Net profile.
We can do better for career education. Just think about it.
This week, I’ve been writing my Statement of Purpose for a graduate school application- with a theme about learners versus students- and having conversations around teacher feedback for education technology company product development. So it seems fitting that I should stumble across this today:
I find there are still learners and students. The learners search for information on how to use the tools, play around with them and experiment in the classroom. The students wait for a training session or workshop, attend them, complete assignments but there is not a significant change in the use of the tools.
One conversation I had recently was with a teacher-turned-entrepreneur about getting teachers more meaningfully engaged in education technology feedback. In our conversation one thing that really stood out was her assertion that we need to give teachers professional development so that they can learn how to give useful feedback to companies. That assumption rubbed me the wrong way.
Professional development seems to be the go-to for doing new things in the field of education. It never really seems to get questioned more than “Does #edchat do a better job?” It’s telling of the system’s attitude towards learning. It screams “you can only learn if you’re being taught.” It’s a horrible tone for a system that has recently become much more reflective on creating lifelong learners.
Fortunately, some teachers are learners, not just students. They’re already experimenting and giving their feedback, whether you teach them or not.
I got my #10MonthsLater email from General Assembly today, and it was kind of depressing. It read:
It’s 10 months later, and I still want the same things. Simply for the reason that I haven’t made much progress towards my goals. I still beat myself up for falling asleep after reading a couple of pages, or just getting bored and closing the book. I still give up after running half a mile, and then feel so bad about it (or “get preoccupied”) so I don’t keep up a regimen. I have pages of copies and sketches outlining a design for my website, and even hundreds of lines of code, but I keep changing it and cutting pieces. Plus, I’ve only applied to one job and got no response.
The last one really trips me up. My gut instinct to reading it was “I haven’t even come close.” But then I stop and think about the last 10 months. In the last 10 months, I started a new blog about minimalism just for myself, got back into education (which I’ve always heard makes my eyes light up when I talk about it), went on a leave of absence from grad school, and started a new company which very quickly grew out of being a side project. I should feel proud, right?
I’m not sure that I do. I still want the same things, which makes it feel like I didn’t really accomplish any of it. I don’t know if it’s because I want change for the sake of change, have ADD creativity, can’t find satisfaction in my accomplishments, or just haven’t found the right thing. Maybe all of the above?
Even after all of this time in startups, I’m still learning that expectation versus reality doesn’t have to be a dichotomy. Reality doesn’t have to be disparagingly different compared to expectation. They’re just different.
So: Dear Current Me, It’s time to achieve your 2013 goals… again. Really accomplish them. Take pride in accomplishing them.
The past week hasn’t been going so well for me. In the midst of a crazy schedule (launch and finals week do not mix very well), I’ve also been getting periodic phone calls from my mother. This isn’t abnormal, since we are relatively close, but each phone call has revealed my mother becoming increasingly despondent at the reality of me leaving school. The last one ended up in a crying, yelling fit (which never happens) about how I’m “ruining my life” and “not ready for the responsibility.”
Honestly, I don’t know if I’m ruining my life or if I’m ready for the responsibility that comes with jumping into a startup full-time with no safety net. But I do know that there’s only one way to find out. I wouldn’t be making the leap if I didn’t feel like it was worth it, that I learned a lot from YouShouldDate.Me, or that I didn’t know that school was wrong for me (because I can’t guarantee that this is right for me).
A few weeks ago, I opened my company email and my heart pounded. It doesn’t really make any sense to me why that was: I proposed the idea. Well, technically, four options: 1. I leave and do my own thing 2. We pivot 3. We stick it out and make a concerted effort to push through 4. We call it quits.
But it didn’t make it any easier to read: “… it’s probably time to call it quits.”
In the three weeks since the team came to that conclusion, I’ve been trying to figure out what to do with myself and the company. It turns out that the timing couldn’t have been any better to open myself to experiences and options. So now I can finally announce:
YouShouldDate.Me is closing up shop. I’m co-founding a new company, going on a leave of absence from graduate school, and moving to a new city [TBD].
It’s been a whirlwind few weeks, which have left me with little time or room to synthesize all of the events. I’ll be gathering my thoughts this week and posting about the changes and things I’ve learned shortly.