“For young women in particular, a double standard is in place. We are pitied for growing up amid media encouraging erotic availability, but we are also portrayed as wanton strumpets, vomiting our worthless GCSEs into drains with our knickers around our knees, especially if we are ‘girls from deprived areas.’ Nowhere is there the idea that young women might have their own minds.”—Our sex lives. Their agenda.
“Outside of reviewing how we grade and evaluate skills, tech-based summer camps, school-based instruction and community outreach from science and technology professionals really goes a long way in ensuring girls will have the opportunity to explore and develop their talents before being discouraged from the field. Parents and educators should vigilantly watch the messages that girls are receiving about their role in the world – after all, the future of science is at stake.”—Latoya Peterson, “Getting Women into Science.”
“The mentality of needing to ‘weed out’ weaker students in college majors – especially in the more quantitative disciplines – disproportionately weeds out women. This is not necessarily because women are failing. Rather, women often perceive Bs as inadequate grades and drop out, while men with Cs will persist with the class. Effective mentoring and ‘bridge programmes’ that prepare students for challenging coursework can counteract this.”—Top 5 myths about girls, math and science.
"I’m the only child in the audience that always wondered why Dorothy ever wanted to go back to Kansas. Why would she want to go back to Kansas, in this dreary, black and white farm, with an aunt who dressed badly … when she could live with magic shoes, winged monkeys and gay lions? I never understood it."