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ind role models. If a child doesn't know anyone working in STEM, he or she may be unable to imagine a career
in such roles. Introduce him or her to people actively working in such elds, then encourage discussion and/or job
shadowing. Teachers might bring in speakers who can answer candid questions about the rewards and challenges in
their elds - including signicant demand and attractive pay scales.
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eek achievement opportunities. Introducing children to engaging events like the annual Discovery Education 3M Young Scientist
Challenge may spark their sense of competition and passion for STEM. The annual contest, which is accepting submissions until April 19,
invites innovators in grades ve through eight to develop one- to two-minute videos describing their ideas for creative solutions to tackle
everyday problems. The top 10 nalists receive a summer mentorship with a 3M scientist, and the winner will receive $25,000. Last year's
winner, Gitanjali Rao, developed a device that measures lead levels in drinking water, inspired by the recent water crisis in Flint, Michigan.
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eep participating. Reducing involvement in your child's daily academics once he or she enters middle school may backre. One
study shows middle schoolers maintain a more positive attitude toward science when their parents continue to display interest. The Rao
family, for example, frequently visits museums and holds game nights focusing on problem solving. "We encourage our children to
communicate their ideas clearly and concisely and understand real-world issues," notes Bharathi Rao, Gitanjali's mother. "We hope we can
instill the value of compassion while helping them understand they have the power to create change."
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iscourage snap decisions. During adolescence, Moss notes, kids struggling to gure out who they are can easily form inaccurate
perceptions of their academic weaknesses. Reassure your child one challenging assignment or bad grade need not rule out a future career. "Kids
often make up their minds by sixth grade whether they're capable of doing science and math," says Moss. "We have denitive evidence that by
age 6, girls have already started to internalize negative stereotypes that science and math are not for girls." In reality, she notes, understanding
science and math simply requires more thinking for some people than others; it's not a skill based on gender.