stem scholars program

The DSHA STEM Scholars program is designed for motivated high school students who are curious about and willing to engage in learning and applying science, technology, engineering, and mathematics. A STEM scholar will show a commitment to STEM-related academic and career options. The program emphasizes specific course work, hands-on research projects, and learning beyond the classroom.

Additionally, the program will provide students with peer support; career information; leadership development; professional mentorship; and camaraderie. On completion of the program, students will receive special designation at graduation and on their transcript which shows evidence of the students’ commitment to their field of study.

 4 years of science courses.

 4 years of math courses.

 Must take at least 1.5 credits of the following courses:

 Intro to Computer Science or AP Computer Science

 Intro to Engineering

 Intro to Statistics or AP Statistics

 Graphic Design or autoCAD1

 Stagecraft I or Stagecraft II

 Advanced Economics

 Attendance at STEM-related Career Day presentation(s) OR shadowing a STEM professional

 Active participation in a STEM-related co-curricular

 STEM-related research, either at DSHA or off-site is encouraged

Masterson again found herself inspired by women in the field. “Seeing their poise and how they conducted themselves in the work environment, not just with us as visitors but their colleagues as well, was inspiring,” she said. “They were making it a welcoming place for everyone.”

Knowing how vital it has been for her to see women working in STEM roles, Masterson started thinking about how she could provide that same example for other women. “I would like to do service work with younger kids interested in STEM or get a group of girls together to talk about STEM related careers to younger kids. I want to be an example for young women,” she expressed. “I want them to see that they can do this work. I want to show them that girls can like circuits, numbers, and math.”

THE ENCOURAGEMENT FROM MY TEACHERS AND THE INSPIRATION FROM MY OTHER FEMALE CLASSMATES HAVE REALLY ENABLED MY CONFIDENCE IN MY STEM ABILITIES TO GROW THE CONFIDENCE IS SOMETHING I WILL CARRY WITH ME AS I CONTINUE PURSUING THIS FIELD.”

CASEY MASTERSON, DSHA '23

Preparing for her future, Masterson shadowed a statistics lecture while touring St. Louis University. She was excited to realize that she was already familiar with most of the information

“I recognized everything he was talking about in class,” she said. “I feel very prepared for the next phase.”

Masterson recognizes she feels ready because of the content she’s learned in class, and also because of her environment at DSHA.

“The encouragement from my teachers and the inspiration from my other female classmates have really enabled my confidence in my STEM abilities to grow. The confidence is something I will carry with me as I continue pursuing this field.”

Paulina Jimenez Gonzalez, DSHA ’24 grew up thinking she wanted to be a lawyer. It wasn’t until she enrolled in a few STEM courses at DSHA that she was exposed to a new field, and subsequently, a new interest.

“When I started high school, I became more interested in STEM, especially engineering, because of all the opportunities I have had here that I wasn’t exposed to in middle school,” she said. After excelling in her STEM courses her freshmen year, Jimenez Gonzalez was encouraged to join the DSHA/MUHS Robotics team her sophomore year. It was during one of the For Inspiration and Recognition of Science and Technology (FIRST) robotics competitions that she realized she might want to pursue an alternate path. Increasingly interested in STEM, she decided to enroll in the Introduction to Engineering course her junior year. The course, which quickly became her favorite, solidified what she was beginning to realize— she wanted to be an engineer.

“I want to be behind the scenes and learn how things are made and built,” she stated. Realizing her new career aspiration, Jimenez Gonzalez decided to take advantage of as many STEM opportunities as she could at DSHA. She became a mechanical lead of the robotics team and started looking for STEM related internships in the area. Hearing of the STEM Scholars Program, she immediately applied and was accepted for the 2021-2022 school year.

“I wanted a community of women that had the same interests as I did. Just the idea of a STEM program with all girls seemed really empowering and supportive,” she stated.

For Farrow, Jimenez Gonzalez described exactly what she was hoping to achieve with the creation of the program. Farrow shared, “we wanted the program to be more than academics. We wanted to give the girls support. STEM is not the easiest curriculum to navigate and to know there are other students interested in the field and sticking through those hard math and science classes, is really important,” she expressed. “It’s all about support.”

As a junior, Jimenez Gonzalez has started thinking more critically of her future career as an engineer.

She is excited by her own passion for the field, along with the impact she could have in the lives of others.

“I want to discover and create things that can make life easier and better for people. For example, in my Introduction to Engineering Course, I’m making a device through the Computer Aid and Design application that would make it easier for the elderly population to cut their nails.” Projects such as these have been extremely fulfilling to her. “Engineering allows me to follow through in the part of my faith that teaches me to be of service to others,” she expressed.

Jimenez Gonzalez plans to continue focusing on STEM related opportunities throughout high school. “Being exposed to so many STEM opportunities while gaining encouragement and guidance from my teachers has really given me the confidence I need to continue pursuing this path.”

As a senior next year, Jimenez Gonzalez plans to enroll in the AP Computer Science course to learn more about the “design aspect” of engineering as she seeks to expose herself to every engineering opportunity possible to continue to learn how she can make a difference in the world.

BEING EXPOSED TO SO MANY STEM OPPORTUNITIES WHILE GAINING

ENCOURAGEMENT AND GUIDANCE FROM MY TEACHERS HAS REALLY GIVEN ME THE CONFIDENCE I NEED TO CONTINUE

PURSUING THIS PATH

PAULINA JIMENEZ GONZALEZ, DSHA '24

SMART Team | Students Modeling a Research Topic—Students work in teams to understand a molecular story and then design and build a physical protein model.

HOSA | Health Occupations Students of America—HOSA is dedicated to preparing students for future careers in the health/science field. HOSA is meant to empower its members to become leaders in the global health community through education, collaboration, and experience.

Math Club | Students participate in math games and puzzles designed to foster critical thinking skills.

Robotics | The award-winning Hilltopper Robotics Team is a collaboration between DSHA and MUHS students. Students will build, program, and operate robots as well as handle the web design, marketing, and fundraising side of the program in preparation for competitions.

All-girls learning environments champion the educational needs of girls in STEM majors and careers. 1

 Girls’ school graduates on average report greater science self-confidence than coeducated peers in their ability to use technical science skills, understand scientific concepts, generate a research question, explain study results, and determine appropriate data collection. 1

 Girls’ school graduates are 6 times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools. 2

 At the start of university, girls’ school graduates in the U.S. rate their confidence in their math skill abilities higher than their coeducated peers. 3

1. Dr. Tiffani Riggers-Piehl, University of Missouri-Kansas City, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University

2. Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools

3. Dr. Linda Sax, UCLA, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College