Femineer: Inspiring Girls to Become Engineers

K-12 STEAM education

County of Los Angeles (select only if your project has a countywide benefit) Central LA East LA South LA San Gabriel Valley West LA San Fernando Valley South Bay LAUSD (select only if you have a district-wide partnership) City of Los Angeles (select only if your project has a citywide benefit)

Expand existing project, program, or initiative (expanding and continuing ongoing, successful work)

Shortage of Engineers. The U.S. needs to fill 3.5 million jobs by 2026, but 2 million may be unfilled due to a STEM skills gap. When looking at the STEM pipeline, one must consider the state of K-12 education. Currently, U.S. 12th graders score below international counterparts; Program for International Student Assessment (PISA) ranks the U.S. as 26th in math,10th in science (2022). Trends in International Mathematics and Science Study (TIMSS) report that earth, life, physical sciences are taught in 9th grade in most countries but in 11th grade in the U.S. (NAEP, 2024). Compounding this is the fact that 60% of public school students are taught science and math by teachers who lack a STEM degree.
Need for Women Engineers. Diversity fuels creativity. Women represent over 50% of the population, 46% of the U.S. workforce, 24% of STEM workers, and 10% of engineering professionals (NSF, 2025). Women bring unique viewpoints that lead to innovative solutions to complex problems.

K-12 Teacher Training: Enhancing the STEM Pipeline to Engineering. Introducing engineering to K-12 students during the formative school years (beginning at the elementary grades) is an effective means to priming the STEM pipeline. The multiplier effect is realized when learning opportunities are offered to K-12 teachers as they serve as the gatekeepers to children’s future aspirations. This project will equip K-12 teachers with the knowledge and skills to effectively teach engineering concepts and practices in their classrooms, including understanding the engineering design process and its importance in various STEM disciplines.
Femineer K-12 Teacher Training. The Cal Poly Pomona Femineer program trains K-12 teachers to help them develop the technical skills needed to facilitate hands-on engineering projects, integrated as course content within the classroom or as projects for a student club. Designed to inspire and educate students about engineering and STEM careers, it includes instrument and tool usage, controls, sensors, motors, wiring, soldering, and programming via three curriculum years: Creative Robotics (Year 1), Wearable Technology (Year 2), and Pi Robotics (Year 3). Training is provided during Summer and Fall (facilitated by master teachers as 2- or 3-day workshops). Teachers implement projects at their respective school sites. The Femineer Summit (held in Spring) is an opportunity for students to showcase their projects to the public and professional engineers.

Supporting Title I Schools. Los Angeles Unified School District (LAUSD) has over 1,500 schools (including magnets, independent charters); 150 schools provide STEM programs. Among those that offer STEM programs, 71 are "Equity Multiplier-Eligible," meaning that they receive additional funding to support low-income students. While schools may receive funding for STEM initiatives, few and far involve a university partnership that trains and prepares teachers to implement engineering-based projects. A university-K12 partnership offers many benefits, including access to valuable resources and expertise and enhanced community engagement—which are critical to improving student success in an engineering.
Among 142 schools served by the Femineer program, six are in Los Angeles county. A list of Femineer schools is found on the website: www.cpp.edu/engineering/femineer This project aims to recruit additional schools and increase the participation of Title I schools in the Los Angeles area.