Introduction
One of our main objectives was to promote the fact that science is for everyone, and that everyone should be able to have access to scientific information, and be able to participate and engage with the scientific community. To achieve this goal, we spoke with a multitude of stakeholders, including organizations, experts, and target group representatives. Using these discussions, along with additional research, we designed and organized multiple initiatives, as pictured in the figure above. Our implementation is centered on two pillars: Representation and Accessibility.
Representation focuses on the issue of underrepresentation of certain groups within the scientific community and involves activities aiming to raise awareness to the problem, and promote the participation of these groups in STEM. Our main target group in this regard is girls and women.
Accessibility focuses on making scientific information available to everyone, including groups that are often overlooked when communicating science. This includes people with physical and intellectual disabilities and neurodivergent people. Additional barriers to scientific information include financial and language barriers, both of which we have taken into consideration.
Notably, we have created an Inclusivity Guide , compiling all background information and recommendations on building an inclusive environment. Our inclusivity guide is largely based on information originating from our meetings with multiple organizations, experts, and group representatives. We hope this guide will be used as a starting point for future teams.
It is important to note that although we did our best to be inclusive, we realize that this is a complex problem that requires time, and systemic change not only within the STEM community, but also in the societal level. With our work, we hope to raise awareness and start a conversation about problems faced, and inspire future teams to continue to work on solutions to these problems. It's also to be noted, that some groups are disproportionately affected, and that these differences need to be taken into account.
Research and Feedback
To inform our actions and to gain multiple perspectives for a holistic approach, we spoke to several stakeholders involved in representation and accessibility. These included organizations working on encouraging participation in STEM and creating inclusive and accessible societies; individuals that identify as members of the target groups; and experts in education and representation. You can find a timeline with all the stakeholders we spoke to below; for more information about the meetings click here .
Implementation
Based on our research and discussions with the different stakeholders, we identified actions we could implement, also considering the timeframe of the competition and our abilities. Our actions are separated into two categories: Representation and Accessibility.
Representation
Our first pillar is centered on representation. We focused our efforts on gender representation, specifically on Women and Girls in STEM. To identify barriers and biases that prevent women from joining, and remaining, in the scientific community, we spoke with two organizations working on the promotion of science to women and girls: BeWise and Green Light for Girls. For additional perspectives and first-hand experiences, we spoke with six active researchers and professors at KU Leuven in Physics, Chemistry and Biology. Almost unanimously, all stakeholders agreed that an important factor in attracting women and girls to science is having good role models. Multiple studies, including a meta-analysis of Draw-A-Scientist studies, have demonstrated the importance of role models in reducing stereotypes and closing the STEM gender gap [1, 2, 3].
As such, we decided to focus our efforts on increasing visibility of female scientists, both to raise awareness, and inspire young generations. To do so, we created two social media campaigns. The first one features a series of interviews with experienced female researchers that are both informative and inspiring. The second, is a collection of diverse women who have significantly contributed to scientific advancement, and who are often underrepresented in literature. Furthermore, we also developed a clue-based game that is meant to draw attention to these women, and effectively provide role models. Our team members have also acted as role models, by participating in multiple events and giving workshops to younger generations. Notably, two of our team members will act as mentors at the g4g STEM Exploratoria event hosted at the US Embassy in Brussels on October 16th. For more details on all our activities, keep reading!
Interviews with Women in Science
We conducted, and filmed, interviews with six researchers at KU Leuven working in different STEM fields. With these interviews we aimed to raise awareness about challenges, biases, and discriminations that are still faced and need to be addressed; convey hope by demonstrating that change is happening; and to inspire and advise younger generations. These videos have been published on our social media channels to reach a broad audience.
We created a total of 9 videos, each focusing on a specific question and including a compilation of researchers' responses. The list of questions is as follows:
- When and what made you want to pursue a career in scientific research?
- Did you find any difficulties studying what you wanted?
- Have you ever been treated differently than other colleagues for being a woman?
- Did you notice any difference between how women are perceived in the science community in the places/countries you worked in?
- Did you notice any change in how women are treated in the science community during your career?
- Did you ever feel like you did not belong in the science community?
- How can we ensure equal opportunities for women in science, including access to education, funding, grants and career advancement?
- What advice would you give young girls interested in becoming a scientist?
- How can we make science more inclusive and representative?
The filming and distribution of these videos was done with approval from the university’s (KU Leuven) Privacy and Ethics Assessment (PRET) and complies with the General Data Protection Regulation (GDPR). You can find the information letter and approval certificate on our Contributions page .
Social Media Campaign
Throughout history, women’s contributions have been undervalued or attributed to their male peers [4]. In sociology, this phenomenon has been coined the Matilda Effect [4], and despite advances in gender equity, it is still present in both science communication and research [5][6]. For example, it has been demonstrated that publications by male authors are often perceived as higher quality [5] and that women’s contribution in research teams is less likely to be credited [6].
In an effort to raise awareness to these occurrences, while also demonstrating the historic involvement of women in STEM, we decided to highlight the stories and contributions of both current, and historical scientists through a series of posts on our social media channels. We tried to highlight a diverse set of women by including scientists working in different fields, of different races, and scientists with disabilities. In addition to our social media channels, you can find these stories below.
Hover over the pictures of scientists to discover more about them!
Clue-Based Game
In addition to the social media campaign outlined above, we expanded our material highlighting women’s stories and contributions to science, by designing a clue-based game including an additional five scientists. The game aims to inform through interactive play and foster collaboration and communication through team play. Given that active learning and engagement is widely accepted to benefit education [7], we designed the game with the intention of it being an effective medium for increasing the visibility of female scientists.
The game is designed to be understandable for ages 11 and above and can be used as an educational tool in a classroom setting or as a fun activity to play with friends and family. Given that we have identified financial status is a barrier of access to science, our game is free to download, and has been developed such that no additional resources, other than printing, are required. You can find the game below.
Accessibility
Our second pillar is centered on accessibility, and thus accessibility to scientific information. Access to scientific information, especially in domains related to public and environmental health and technological advancement, should be available for all. The Right to Science, stipulating that all citizens have a human right to benefit from scientific progress [8], is included in the United Nations Declaration of Human Rights [8]. This also includes individuals with physical or intellectual disabilities. When disseminating scientific information, underrepresented groups are often not considered [9]. When speaking to stakeholders, it also became apparent that financial status can be a hindrance to accessing scientific information [10]. Furthermore, we have also identified that language is a barrier to accessing scientific information [10].
To address these barriers, we have implemented certain features on our wiki; translated a selection of our materials to up to 12 languages; organized a workshop at a special education school; made a tactile poster of a cell; and have offered all activities directly organized by our team, free of charge.
It is important to note, that implementations are not one-size-fits-all, and it is important to not assume that everyone’s needs are the same, and thus any implementation should occur in consultation with affected parties. We also recognize that making information accessible is complex, and that our work barely scratches the surface. However, by highlighting the issues at hand, we hope to raise awareness and inspire future team to continue our work.
Translations
One of the barriers we identified in accessing scientific information is that of language. As such, our team members translated as many materials feasible to a total of 12 languages. These include English, Dutch, French, Italian, Spanish, Catalan, Portuguese, Greek, Arabic, Russian, Tamil, and Serbian.
We attended a total of four meetups that included a poster presentation and we will attend a fifth one in October in Eindhoven. Our poster for each of the meetups was translated to a selection of languages. You can find all our posters and translations on our website .
All our workshop instructions at schools and events were also available in English, Dutch and French.
Workshops: Special Education
We found that special education groups are often not considered when communicating scientific information. As such, we reached out to a multitude of special education schools, and were able to conduct our tailored workshop at Sint-Lodewijk, a school for special education. We conducted an extended workshop where the students created a simple model of a microbe using craft supplies, while learning about DNA, transcription and translation. This was coupled with a presentation on the diverse roles of microbes. Both the workshop and presentation were adapted to the needs of the students, upon consultation with the teacher.
To explain the concept of DNA, transcription and translation, we used a cooking analogy. You can find the instructions used for the workshop below; the workshop was conducted in Dutch, despite that the instructions provided here are in English. You can also find a picture of an example of a model.
You can also find the presentation, in Dutch, below.
Tactile Poster
During our meeting with Professor Sara Nijs, an expert in Special Education Needs, we discussed the benefits of tactile learning. Tactile learning is a method involving movement and touch, and has been demonstrated to aid in the understanding of biological concepts [11]. As such, we created a tactile poster of a cell, which we took to the International Microorganism Day Event.
Please find a picture of our poster, and the accompanying explanation in English, French and Dutch, below.
Wiki Settings
In order to make our wiki, and thus our project information, as well as the supporting materials accessible, we have implemented alt text in all images, right aligned text, no italics (except in references and scientific names), an off-white background and visual overviews where possible.We also used sans-serif fonts and tested our colour palette with someone with colour blindeness.
It is important to note that we implemented as many measures as possible, given the extent of our skill set and timeframe of the competition. However, many more measures are required and recommended. You can find more of these measures, as well as additional resources in our inclusivity guide .
Workshops
STEM workshop
Group T organized a STEM workshop on February 24th where kids ages 5-15 years old could participate in a range of morning/afternoon workshops about science, for example our iGEM team's workshop about DNA concepts included a DNA isolation experiment.
We prepared a presentation about the fundamentals of DNA and brought extra physical materials like a 3D printed polymerase/DNA complex and a 3D DNA model. These tools further expanded our inclusive pedagogical approach by including elements of tactile learning. We prioritized making the information as didactic as possible by adding a quiz at the end with elements of the material disguised within fun facts about DNA. As opposed to a traditional quiz about genetics, this format allowed us to engage the children with the material while also inspiring them about the wonders of biology. To facilitate peer learning, the quiz participants were also divided into groups of 3-4 to help them decide on an answer together for each quiz question.
For the experiment, participants were divided into pairs, and they were able to isolate the DNA from their fruit of choice (banana, strawberries, or kiwi). This hands-on experiment allowed the children to understand where DNA comes from and its microscopic origins yet macroscopic viewability.
We concluded the workshop by introducing some of KU Leuven’s iGEM projects as well as the scientific philosophy behind iGEM. Given the importance of role models and representation in encouraging participation in STEM and combatting stereotypes, we hope that with several women from the iGEM team leading both the introduction and experimental sections of the workshop, to have also inspired a younger generation of scientists.
Hal5 Spring Fest
In an effort to bring science to the public, we participated in the Hal5 Spring Fest, where we offered an interactive learning activity accessible to all ages. During the activity, participants created an E.coli model using craft supplies and learned about the importance of DNA and the processes of transcription and translation as well as how microbes can be beneficial. You can find more details on the activity in the Workshops: Special Education section. To reduce financial barriers, the activity was offered at no charge.
Hal5 provides an affordable space for social organizations to interact, and strongly focuses on community engagement. By participating at an event hosted by such a venue, we hoped to reach a broader audience.
Events
International Microorganism Day in Belgium
We participated in the International Microorganism Day in Belgium at the Museum of Natural Sciences in Brussels, hosted by the Young Belgian Society for Microbiology. We prepared and hosted two activities at the event: the Pipette Race and Pin-the-flagellum on the E.Coli.
For the pipette race, participants had the option to race against the clock, or race against each other. After a short demonstration on the use of micropipettes, participants were challenged to transfer 150μl of clear liquid (water) and 200μl of blue liquid (water with water-soluble ink) into four tubes, making sure to change the pipette tip each transfer. For younger participants, a simpler version was implemented, during which kids were able to transfer liquids into tubes, for as long as they wished. The children were very excited to wear eye protection and gloves, proudly declaring that they looked like real scientists.
Our second game was microbial adaptation of the classic pin-the-tail-on-the-donkey game. In our version, the objective was to pin the flagellum on the bacterium. The game goes as follows: participants are given a flagellum with an adhesive end and are instructed to keep their eyes closed and spin once, before attempting to attach the flagellum. Young and old enjoyed playing, and lots of laughs were had!
Green Light for Girls: STEM Exploratoria
Two of our members will act as mentors at an upcoming event organized by the non-profit Green Light for Girls on October 16th. The STEM Exploratoria Invent your Future event, hosted by the US Embassy in Brussels, open to girls and young women ages 15-20, promises an afternoon filled science, sustainability, fun and creativity.
Inclusivity Guide
We have compiled background information on representation and accessibility, as well as resources and suggestions. We hope that this will make it easier for future teams to implement inclusive activities and measurements in their designs. You can find this guide below.
References
[1] Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The Development of Children’s Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
[2] González-Pérez, S., De Cabo, R. M., & Sáinz, M. (2020). Girls in STEM: Is It a Female Role-Model Thing? Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02204
[3] Tal, M., Lavi, R., Reiss, S., & Dori, Y. J. (2024). Gender Perspectives on Role Models: Insights from STEM Students and Professionals. Journal Of Science Education And Technology. https://doi.org/10.1007/s10956-024-10114-y
[4] Rossiter, M. W. (1993). The Matthew Matilda effect in science. Social Studies Of Science, 23(2), 325–341. https://doi.org/10.1177/030631293023002004
[5] Knobloch-Westerwick, S., Glynn, C. J., & Huge, M. (2013). The Matilda effect in science communication. Science Communication, 35(5), 603–625. https://doi.org/10.1177/1075547012472684
[6] Ross, M. B., Glennon, B. M., Murciano-Goroff, R., Berkes, E. G., Weinberg, B. A., & Lane, J. I. (2022). Women are credited less in science than men. Nature, 608(7921), 135–145. https://doi.org/10.1038/s41586-022-04966-w
[7] Blinkoff, E., Nesbitt, K. T., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Investigating the contributions of active, playful learning to student interest and educational outcomes. Acta Psychologica, 238, 103983. https://doi.org/10.1016/j.actpsy.2023.103983
[8] Bradley, V. J. (2021). Implications of the Right to Science for People with Disabilities. In Cambridge University Press eBooks (pp. 150–165). https://doi.org/10.1017/9781108776301.011
[9] Dawson, E. (2018). Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups. Public Understanding Of Science, 27(7), 772–786. https://doi.org/10.1177/0963662517750072
[10] Humm, C., Schrögel, P., & Leßmöllmann, A. (2020). Feeling left out: Underserved audiences in science communication. Media And Communication, 8(1), 164–176. https://doi.org/10.17645/mac.v8i1.2480
[11] Matazu, S. S., & Isma’il, A. (2024). Theoretical Frameworks and Empirical Evidences of Tactile Learning Style as a Veritable Tool for Improving Biology Performance among Secondary School Students. Journal Of Learning And Educational Policy, 44, 10–20. https://doi.org/10.55529/jlep.44.10.20