An Inquiry Into the Journey of Three Canadian Women in Physics and Stem

The under representation of women in the fields of Physics and STEM (Science, Technology, Engineering and Mathematics) was investigated through a semi-autobiographical approach. This study follows the reflection of one educator and the narratives of two former female students who have chosen to pursue post-secondary studies in STEM. The narratives reveal that personal experiences influences an educator’s professional practice and these practices can shape a student’s classroom experience that may influence the development of a student’s interests and possible future outcomes in pursuing a STEM career. Students reveal that real world examples, experiences with hands on learning, collaborative group learning, and connecting to STEM professionals and visiting facilities helped to inspire their own educational journey.