 I think the information is going to be the slide set is going to be available and there's going to be two movies that you can also see online. So don't feel like you have to copy everything down. This first session is just going to be about starting to understand the outreach process for girls and why it matters. And so I think because most of you are here, you have an idea that it matters already. So I just wanted to also give you an overview for the session, what we're going to go over and sadly it won't be recorded, but we'll be able to share it with everyone. And maybe in the forum, you guys can also post your ideas about how it went and things you want to share. I'm recording now, Teresa. So we're on. Oh, great. Even better. So great. So a little bit about why we're here. I'm not sure if you know about the sci activation, the science activation cooperative agreements with NASA, but we have one is called reaching for the stars NASA science for Girl Scouts. And this is a five year process where we're creating space science badges from all of the levels of Girl Scouts from little kindergarteners all the way up through seniors in high school. And also we're trying to connect Girl Scouts with astronomers, which is all of you we have some subject matter experts that are here we have some amateur astronomers we have Girl Scout people we have people who are both. And we have ASP here and night sky network so I really have a good group and I was very impressed actually reading your introductions and your responses to the video. So it's really kind of a nice moment to be doing this workshop. NASA understands that it would be great to have more women in STEM and a lot of amateur astronomers feel the same way about having more women in their clubs. So hopefully these badges will have you guys having an uptick in astronomer me Girl Scouts. So what I mean by that is that you'll have more Girl Scouts coming to your events, more Girl Scouts showing up at the telescope, maybe even coming to your meetings. And so that's why it's important to NASA. I was wondering if you have a specific reason why having more girls and astronomy is important to you, maybe you could just write that in the chat, and so we can see how the chat is working for everyone as well. Jennifer says because I don't want girls to have regrets. Yes, someone privately shared, because we have lots of Boy Scouts that come but not a lot of Girl Scouts. It's important to me because when I was a Girl Scout it inspired me in so many ways where girls increase the overall participation, everyone seeing those those notes from the chat. Jim says our goal in Charleston is to provide outreach to everyone. Girls need to know that they are most welcome to join us and participate. Great. Thank you. So you guys did great with that. Oh, I want to be prepared as I can to work with the girls on their badges. Yep. Ken, I think you are pretty prepared. Ken has actually come to this workshop twice and gotten different people from his club. He's in Northern California, nearby ASP. And so the Mount Abloh Astronomical Society. Penny says, I want to see more kids interested in astronomy, not just girls. Yep. The opportunity to get exposed to the new discoveries happening in science. There are so many really cool things. So, great. Thank you so much for sharing your thoughts in the chat and I will ask you from time to time to how to do that. I just want to mention something about girls and astronomy and girls and boys rather. Sometimes you will get people who say, well, girls aren't really that good at science. And so I just wanted to give you a little bit of data so that when those people talk to you, you can be like, hey, you know what? There's this test called the PISA, which is the Program for International Students Assessment. So they test 15 year olds in many different countries around the world. And if you look at the abilities for the PISA science scores, you can see that for males and females, they're pretty equal across the board. Where things start to get different is who graduates from universities who pursues these opportunities. And so it's not a question of abilities. It's something that happens along that pathway that outcomes change. So there's a lot of data like this, but I just wanted to share some of it so that you have an idea of some things you can share if you need to. And this is some of the badges that are coming out soon are the one, the first ones are actually available now. We're going to talk about them a lot, but also there's going to be ones for the older girls in middle school and high school. So the cadets, the seniors, the ambassadors, they're going to be coming out this August. And I want you to know that every step, every badge rather has a step where they can connect to the Night Sky Network or go to an astronomy club or visit a planetarium or visit an observatory. So there's lots of times when they can connect with you guys. So it's really an exciting opportunity. And if you haven't worked with the Girl Scouts in a while, these are the different age groups for the badges that are already out. You can see the girl in the blue vest on the right. She is a really little girl. She is a daisy, and they are in kindergarten and first grade. And they are just excited about being with other girls and starting the process and just learning about real basic astronomy concepts like the sun and the moon. And the girl in the brown on the left, she is a brownie. And so if you see someone with that brown vest, you'll know that they're a brownie, which is second or third grade. And so they're about seven to nine, 10, and they're learning about the solar system going a little bit deeper. And then in the middle is a girl in the green vest who's a junior and juniors are in fourth and fifth grade. A lot of them are getting ready to go to middle school and they're just starting to have that idea about abstract stuff. So they're going to be more interested in talking about some of the really interesting astronomy. And a little bit about the badges. Sometimes people think Boy Scout badges, which has like a list of constellations you have to memorize or areas of the sky that you have. Girl Scouts don't have a checklist that they have. What they really want is for the girls to have amazing astronomy experiences and sort of wedding their appetite for new science experiences. So really think about just having a really appealing, wonderful time, a great astronomy experience with these girls. So here's a little bit of the official Girl Scout information. All of these badges have indoor outdoor and online choices so that they can get up and move or work and do research. There's always a free low or low cost option and they can go to see star parties or field trips on every step and badge. The younger girls, they just have three steps, but all the older girls have five steps. So they have five steps with three choices and so they get into a little bit deeper information. Jennifer says, yes, she's been pitching the badges to people. Great. Love to see that. So a lot of the times when we do these workshops, the astronomers really want to know what are the badges about. So this is the Daisy badge and it's, like I said, they're really young, kindergarten and first grade. So the sun, the moon, just learning about the stars, not any deep constellations, but if you really wanted to show them Orion or the summer triangle, those things that they can understand a little bit better. Some great things to do. Also, think about pretend play and discovery. They're really excited about new objects and new and imagination. So a lot of astronomers do that when they're setting up their telescope, they say who spots the first star. If you do that and have the girls all watched, that's a really exciting way to get them into astronomy. So their bedtimes are pretty early. So that twilight time can be a good time for them to look at things. If you have some binoculars, even if they're toy binoculars, they can really be a great tool. But you want to make sure that they're light, big, heavy binoculars are hard for little girls to hold. And so just check that out. And also I want to know if you have something that you've been doing with these very young children, you can share that in the chat with us so that we can take advantage of your expertise. Also, they'd love observing the sun if you have a solar telescope or want to do a pinhole projector. That's a really fun task for them. Or the daytime moon if you do your moon on the stick. Looking at the moon with and without the scope. Yes. And said that. Astronomy being story time before it gets dark. Jennifer is an amazing storyteller. I was up there in Oregon watching that story time and it was really effective. Oh, there's an image of the solar activity in the forum since we can't add images here. Thank you so much. Under the Girl Scout experiences. Great. And so we're going to go away from this younger age where they have just a brief overview of astronomy and go to the Brownies, second and third graders, right? They can start to learn about what's going on in the heavens. They know about the sun and the moon and the planets and the stars. And they also have this step. Step five, which is celebrate and share. So they're going to be looking at you to see what star party things that you do so they can do it with the younger girls. So that's a really fun theme that repeats in Girl Scouts. So great things to do. Show them the planets in the telescope. If you can see Jupiter or Venus. Those are great things to point out. And we have the daytime moon. That's also a great one. Oh, Jace just got on and saying I give out small red flashlights to children who come to the observing sessions. And Penny said helping them build a pocket solar system. Yep. Even if they've learned their letters, they can follow along. Yes, we do a lot of capital V for Venus and a lot of the capital letters that younger girls know. Another thing you can do is show them how your telescope works, where the light comes in and how the eyepieces can change in and out. Also show them that there's a mirror at the bottom because that can help them learn about sort of how telescopes work and it's a common item that they know about. So it helps tie science in with their everyday life. Other things people want to share with brown Galileo scopes are great for this. Yes, if you have some they can be amazing tools for girls to look through. Oh, and Stellarium in the auditorium walls. Do you have good Stellarium constellation images. Just usually use the constellations. I don't use the artwork so I'll have to look at that. Great. So juniors, as I was mentioning, they're in fourth and fifth grade, getting into the solar system and beyond and learning about scale and distance and some of those big concepts that they haven't heard about before. So this is when you're just starting to explore the sky a little bit more and learn about how far the stars really are. So a lot, a thing that's great for them is the travel time to the planets where they, you know, oh how fast would it be to go in a car in a Jupiter or how old would you be on Venus or how old would you be on Uranus. Those birthday things are really exciting. And let's girls do a little bit of math as well. So this is the very beginning ages when they'll start to understand how to use star wheels and star charts and there's actually a step where they can make star wheels so you can either make them with them as part of the badge or you can just show them how to make it work. Because it can be challenging if you can. And then also the little tiny hidden gems like Orion nebula or alburio with the two, the golden blue stars or your favorite objects that are visible in the sky, but you can show them like the Andromeda galaxy. Okay, so a little bit more about Girl Scouts in general. They have these three processes that that's really cornerstone for the Girl Scout experience, which is girl led learning by doing and cooperative learning. I just want to say that that's why the Girl Scout badges have five steps and each step has three choices, because the girls get to pick the step that they're most interested in, and that keeps their interest going. Also, they would love to get their hands on some learning by doing activities. So we'll talk about that more a little bit next session also cooperative learning. I just want to mention that if a girl is talking to another girl, or if she's on her phone, it isn't a sign of disrespect at all. It could be that they're really excited and sharing and learning together and that's, they could be saying, Wow, I just looked at Saturn and it's the most amazing thing to see the ring and they might be taking pictures with their phones. They're really, really excited about that process. So if don't don't be upset if that's what they're doing, they'd like to share and talk together. So these are the four STEM outcomes that the Girl Scouts want the girls to feel after they've completed this badge that I can tend to science that I see the value of science and society. I'm excited about more science and more STEM. So STEM is science, technology, engineering and math. Just in case I didn't say that earlier. So I just want to share that with you as we're getting into this process of looking at girls in science. I just want to say thank you for coming out tonight. When you come here you're already showing up for girls and helping them have better science experiences. A lot of times there's, it can seem overwhelming, but everybody has this, this baggage that we've gotten in our society where we've learned that science isn't for girls or that sciences for boys and all of those pieces interact together. That's a bias, but it's not who we are. We're, we all have the opportunity to explore this and unpack it. And so that's why I really want to thank you for coming today and either starting that process or continuing that process of making things a little more equal. Now I'm going to do something that's a little unusual for a webinar. I want you to just take a moment and maybe even relax a little in your chair for a second. If you want to, you can close your eyes. Don't feel like you have to. But I just want to take you back to some different times in your life. So I want you to think about one time where you felt excluded. But it might have been way back when you were a kid and you were the last person picked for gym class or even more currently at work when you were supposed to go to a meeting and and weren't invited. Or when you find out a part your friend had a party and it didn't invite you to just sit with those feelings for a moment and see how it feels. There's sort of a heaviness about it. Sort of like walking through water. It's not very easy. You can feel it in their stomachs or their throats or their head. It's not a real pleasant feeling. So let's move on from this reflection. And I want you to think back about a different experience. I want you to think about the time that you first got excited about astronomy. It was a beautiful dark night and the sky seemed to stretch forever. Or maybe it was finding Jupiter in a telescope and seeing those little dots moons. Or the first time you saw a Hubble deep field and all of those little dots galaxies. So many amazing opportunities in astronomy that can just blow your mind. I really feel that excitement and curiosity and wonder in the universe. And that feels very different in our bodies and in our brains. We start lighting up. I can see even in your faces now that it's just a different feeling. So we really want to have more of those second experiences. Unfortunately, sometimes girls have to go through the first type of experiences to get to the second experiences. And anybody who feels like science boys and people of color and girls and kids and adults. All of us can have these experiences that can make us kind of fearful of science. Probably not anybody who's here, but maybe you've done it once or twice in the past. So Tina shares that she wants to be for girls today the support that was not available to me. Yeah, that's a big piece for a lot of women myself as well. Is there any way for this experience exposure to be carried into the schools? It's great to have this, but how do we translate this into the education system? Okay, so I just was noticing those marks in the chat. And Penny, we will get into that about the school system. A lot of the badges are about the outside of school time. So it's a good question. And let's read that in a little bit. So I want to share some of the experiences girls have in science. This is just a short clip of a video that's about a minute. And I'm going to cut it off after the girls finished talking. If you think about it, science is like everything. It can really help you uncover like little small little secrets. I built a garage door opener and I'm working on my own website. I built a computer and I opened a fridge with a Lego. When I was little, I used to think technology was great. And then I started thinking that it was more of a boys thing. I just think that inventing is like for boys because they have Albert Einstein invented. He was a guy and Benjamin Franklin also. There used to be a girl in the robotics class, but she quit. And so I'm the only girl left. Oh, you can't like science. You're a girl. You can't like any of these science things and commercials. I saw a lot more men doing it. They might really love science, but they might be like afraid. People might think, oh, don't boys do that. That's a boy thing. Wow. Thank you. Okay. I'm going to cut it off there because it actually is a Microsoft commercial. And I don't want to endorse them or anything or not endorse them. I just wanted to share some other girls voices because they're, they're younger and they're different stages. I know that we watched in the forum that video about boys and girls toys. And I forget who mentioned that. That the peer pressure continues as they get older. I think maybe Glenn mentioned that. I don't remember, but. So this is some of the things that happen as they get older. And I want to show you the, this other quick movie as well. The first one really was about those feelings that we had earlier, but this is kind of a positive movie. And I wanted to show you a couple of things. Well, I want you to look at it quickly. They have a lot of texts go across the screen quickly. This is from the, the national science foundation stem for all video series. And so this is something that you can watch and just see what are some positive things that you catch that, that give you some inspiration or hope. Do you think that programming is fun or not fun? Why is programming fun? Because it's like you're being the boss of things, telling this what to do and that thing tells that what to do. Careers in STEM, science, technology, engineering and math are rewarding and often well paid. But there's a problem. As early as elementary school, girls are less likely than boys to play with science and technology related games and toys. But this raises a big question. Are girls less likely to play with these toys because they're less interested? Or are they less interested because they've been given fewer opportunities to play? The thing that I think is a really big take home message is how early it starts. That if we want to bring more women into the STEM pipeline, we have to start early. Our research study at the Institute for Learning and Brain Sciences at the University of Washington tested what happened when we gave six year old children the chance to play a robot programming game. Would girls become more interested and confident in programming? If girls and boys get the exact same experience, would they show equal interest in programming? We brought 96 children into our lab. One group of children learned how to program a smartphone using drag and drop programming and made an animal robot move along a series of tiles. Man, this is us. We also had two control groups. One that played a different game. One that played a secret little witch. And one that played no game at all. Then we asked them all how interested they were in programming in robots and how good they were with robots. In our control groups, we found the typical gender gap. Boys were more interested and confident than girls when it came to programming in robots. But for the children who played our robot programming game, there was no difference between girls and boys in their interest and confidence. And the girls who had gotten this experience with robots were more interested and confident compared to the girls who had not. These findings are exciting. Girls' interest and confidence in STEM are not set in stone. They are malleable. STEM experiences are like a charging station. Each opportunity allows students to charge up their skills and motivation in STEM. If girls get more positive experiences with technology, they have more chances to discover a passion. We found that even 20 minutes is enough to plant that seed and have a big impact on the attitudes of girls in our study. We hope that our findings will also have an impact on educational practice by inspiring teachers and families to provide more of these experiences to girls to broaden their participation in technology field. Our lab is also looking at other ways we can get girls more excited about STEM from preschool through high school, and we hope that our studies will have an impact by advancing research on girls and STEM. STEM starts early. Age 6 is not too early to start learning how to program and to learn that programming is exciting. What happens when we give girls these experiences? Cool. Oh my God, that was super cool. So I just want to open it up to you guys. What did you think? What did you notice about those videos? What was an exciting, inspiring thing that you learned? Now you can either unmute yourself or put it in the chat. I'm from a generation that when we were in the early school, we had a time frame. Girls were not expected to do anything beyond going to college to find a husband. There was no push for them to have a career and to move forward. It is nice to see that there are the opportunities to challenge the information, but when you're dealing with just one-on-one, we still have a lot of teachers who don't have the comfort and the knowledge to take things into science. Even though they have the Internet available in the classrooms, their particular background is still lacking to get them to be able to be comfortable in these things. And so the Girl Scouts gets a very small group of girls excited, but we don't have that translating into the education and knowledge in the school system to continue to push that to get graduates who are exposed, because we still have gender bias in the teaching, but we also are pushing everybody to go to college and not necessarily go into traits, which also uses a lot of STEM. They still have to use a lot of science, mathematics, and the technical aspects to do that. And so they go to the very comfortable touchy-feely sciences, which are not wrong, they're just not STEM. And so it's... I have that issue with seeing the right things pushed all the way through consistently across all, because even as parents, our children may become exposed to something, but if we don't know it to support it, if we don't have the skills to support it, then that is one leg of the process that falls down. It's like reading to your children and they're small. And just because being read to, they learn to read better and carry that skill. But if I'm a parent and I don't know how to do science, if I'm not exposed to it, if that's not where my education is, then how do I support that child? Right. It's a really good point, Penny. I mean, something we're learning is that some of even the troop leaders are sort of scared of science. And so we need to address that and the teachers. We do a teacher institute here where we do training for teachers. And it's a process, you know, we can't reach everybody right away, but we are, we just have to do what we can do. You know, just Alice was mentioning in the chat that sometimes having sessions for adults first helps increase the number of exciting sessions for kids. Yes. And Jennifer says it takes me at least two visits with the schools before I can hook them to come out into the field for a science learning opportunity. Yes. So that's, that's a really, a really important point that we have to address the, not only the girls, but also their parents and their teachers and leaders. Right. And a few people were writing about the video and I see that Ken wrote, I love it when the girls have a wow moment. And Jennifer said, I love the joy of the spark and learning how to play with something is fun. Yeah. That was a big part of the video. See, for me, seeing the girls faces light up. But I also thought how it's, they said even 20 minutes was enough to have an effect on these girls. And that could be the time that you were at the telescope or an outreach event for them. Another thing that I thought was really exciting was the recharge aspect that, that having these science experiences could recharge the excitement that maybe they didn't feel as much initially, but they get like a boost in their feelings of excitement. And so I really feel excited about us as astronomy educators and Girl Scout folks and NASA folks that we are at a time when these things will hopefully start to change. We do have a long way to go. But yes, Vivian wrote, I love that it only took 20 minutes to make a difference. Yeah. So that's an exciting thing for me. So we have this challenge in front of us how to take advantage of those moments we have with Girl Scouts, which hopefully you'll be having an uptick in with the badges and their leaders and parents as well when you're there at the outreach event. Stacey says, it's good to have a starting point. I see Penny's point and I think the influence of girls in the Scouts might cause sort of a domino effect. Yay. I would love that. Sally goes to a public night and learns something neat and tells her friends at school who's not in the Scouts. That would be, I mean, that would be ideal, right? The excitement builds in one girl and she tells it to others and keeps going like dominoes. One of the nice things about the astronomy club here, what you could astronomy is that we are doing public outreach to the schools. The kids from the kindergarten on are coming in and doing astronomy during the day. They're doing earth sciences over in our garden area. And so we are getting the schools as well involved and exposed in the school-aged kids and that's fun. Cool. Yeah. Awesome. So yeah, as we go through this and you feel like there's more parts that you want to say, I don't want to curtail that at all. So if everybody gets a chance to speak, then we can share that or we can also put stuff in the forum. So thank you all of you for sharing what you learned from the video and what you felt about it. We don't have a whole lot of time left. So there's certain tools that we're going to have to address this challenge and we're just going to go into this micro messaging and storytelling part tonight. And then the other tools we'll have will go in the next session, which is next Wednesday, same time, same channel. So just let's head into this micro messaging aspect. A lot of people don't know that term. They might know a term called microaggressions, but I don't really like that term just because I don't think most of these things are aggressive. I think they're really unintentional and just things that we just need to pay attention to and learn about. And so it's these messages are just small behaviors that affect how we relate to each other. If you look at the woman, the teacher in the red shirt on the left, you can, you don't even see the student, but you know that she's excited about whatever they're saying, because she's looking directly at them. She's has this listening pose. She's sort of getting down to their level, like leaning over the desk. So that shows that she's really excited and interested about what this person is saying. Also in the middle, you can see that the woman is shaking the girl's hand. They're having equal levels and they're, they're just seeing each other as it, as interesting to talk to. Right. I even am feeling a little bit bad because you guys are all on the bottom. So when I look at you, I have to look down instead of looking up. So things like that about our eye contact can really make a big difference. Right. So those are some positive messages to send. Fortunately, sometimes the other side of the coin happens where we're sending negative messages. For example, this girl got a comment. You're so lucky to be black. Thank you for you to get into college. And imagine how that must feel to not be seen as someone who's intelligent or someone who has value on your own. It's just about your, your skin color that got you ahead. And a lot of times women get this as well, like, oh, you were only hired because you were a woman. And those are definitely negative messages that go out there. And they, they play into our biases as well. I want to mention that these slides and ideas that I'm going to be discussing are from Dr. Alicia Santiago, who is a scientist and also a educator with the side girls show. I don't know if any of you have seen that show, but it's a really a good piece to watch if you are interested in learning more about girls doing science. Anyway, you guys might have heard about this children draw a scientist test. Yeah, you're for side girls, she said. So this is something we do in project Astro, which was an ASP program where we do draw an astronomer. And it's really interesting to see what images come up and how we can challenge those. So this came about this was in the early 80s. And unfortunately there was less than 1% when it started in the early 80s. And that was in the early 80s. That was in the early 80s. That was in the early 80s. That were female. They were drawn only by a few girls. No, none of the boys drew a female scientist. But luckily that's increased over time. So in 2016, when they've been, they've been doing this test quite a bit. And they, it was up to 34%. From the 60s into 2013, the percentage of women holding science jobs went up. So it went from 28 to 49% in biology, from 8 to 35% in chemistry, and from 3 to 11 in physics and astronomy. So 11% is not the greatest. It'd be wonderful if it was 50-50, but we're getting more people, more women in astronomy. So I think that that's also being, having an effect on what the children are drawing as time goes on. And so this micro messaging bit that I want to talk about is that both of these women of color or scientists who have had this repeated to them many times, I would have never guessed that you were a scientist. And the person who's saying it might actually be saying it from a thing of like, it's great that more women are getting into science, or it's great that there's more women of color in science. But even though there might have had a positive intention, what these women are getting over and over again is that you don't look like people who are here. You don't belong here. You aren't part of science. I wouldn't have thought of you as a part of science. So that's, that can add up after over time, right? So how can we deal with these things? A part of it is telling stories. So these are three women scientists of color, Katherine Johnson, Mary Jackson, Dorothy and Vaughn who were in astronomy, math, science. And part of the reason why I wanted you guys to all write about female astronomers who were inspiring is because telling those stories are really important. The reason that a lot of folks now know about these women from the 50s and 60s and the early Apollo program days is because of that movie Hidden Figures that came out in 2016. I don't know if you saw it, but it's a really good movie. I enjoyed it anyway. So I just told the people, the story of these women who have contributed so much. And Katherine Johnson now has two NASA buildings named after her. So it's, oh, the name of the movie is Hidden Figures. It came out in 2016. And there's also Jennifer put that the book has great footnotes. That's true. It's a wonderful book as well. So telling these stories was really important for women of color to sort of understand their place in NASA and astronomy and start to counteract those messages of you don't belong here. I know a lot of us really enjoy Star Trek. Alice is clapping. Yes. This actress was on the deck of Star Trek. Her name is your hero. Does anyone know the actress's name who played her? It's Nichelle Nichols. Yes, Stacey knows. She was a big influence for a lot of women. And after the first season of the original Star Trek, I met her. She's amazing. She was a great singer. Yes. Oh, I'm so glad that you guys know about her. Other people in the time knew about her as well. As a matter of fact, she was the first season. She had decided that she really wanted to do more singing and dancing and was going to go back to Broadway and not be on the show anymore. And the creator, Gene Robinbury said, well, let's just put a pin in that and think about it for a little while. And then he brought someone who said, I'm your greatest fan. The person who was the greatest fan was Dr. Martin Luther King Jr. And when he heard that she was thinking of leaving, she said his face fell and he said, no, you have to stay on because you have an equal role. You are showing that you don't have a subservient role. You don't have your equal with everyone on the bridge. So it was a really moving to her. And she said, okay, I'm going to stay on. And she did stay on for the remainder of the series. And Mae Jamison, who is the person who in the astronaut suit, the first African-American astronaut, said that when she was a girl growing up, she knew she could go into space because she saw Nichelle Mickels on Star Trek and knew that black women could go into space. So this role modeling and storytelling is showing people that if you can see it, you can be it. And so it's really amazing effect that this woman had in telling and inspiring black women and many other women, as you can see by our comments and our people clapping and stuff. So what if you can't role model, right? We have a lot of folks who are men on these calls, and I want to say, we need you. We all need to work on this together. And so you can share one in stories. And I want to say that sometimes that's a little uncomfortable for me as a white person telling the story of black women and their history. I worry a little bit about getting it wrong or not doing it well enough. But I want to say it's okay to get things wrong. We are in the process of trying to make things a little more equal. And it's okay to say, I'm sorry, I didn't say that right. I'm going to try that again or to say, oh, you know about this story. Can you tell me more information about it to share the stories as you know them and as best you can, because we all grow up with those biases and we're all trying to unpack them. So I want to encourage you to just do it and be humble, but do it even if it's a little uncomfortable because you can really make a big impact. So now it's your turn. Okay, I asked you guys to share your favorite females astronomers. And I shared with you the story of Catherine Johnson. What I did was put the person who shared the astronomer and the some important information about them. So with Catherine Johnson and doing the Apollo program and math and learning about sharing escape velocities and calculating trajectories, that's something that we talk about a lot sometimes in outreach events. So you can talk about Catherine Johnson then. I also want to say I love that I think it was Lynn, I'm sorry if I'm remembering wrongly, but who said, I don't know any female astronomers. And that's part of the problem. And I think that's incredibly brave and wonderful that somebody said, this is something that I want to learn more about and it helps it. And it's showing me something that I don't know about. So I really wanted to say thank you, Lynn, if that was you. I should have checked earlier, but I really want to say that's great that we can share that together in our community and feel good about learning together. So if any of you want to talk about your astronomer and why they're so inspirational to you, a few of them are people I love like Henrietta Levitt and Nancy Grace Roman, who was a big supporter here at the ASP and Maria Mitchell and Katie Vaughn. And so many of these people, Vera Rubin, such an important person. So I'd love for you guys to share your stories. So the next time like you're talking about Comets, you can talk about Carolyn Herschel. And just like two or three sentences about why they inspire you if you would like to share your story. Well, as I said in when I wrote about Carolyn Herschel, she had no formal training. Her family expected her to be the housekeeper because she had a disease that stunted her growth. And even though she was a housekeeper, she became the also came, she became the assistant to her brother who was involved in astronomy. And as a result, had an incredible impact what we look at in the stars. And I look at myself that I'm an also came and I have a physical limitation to what I can do. But the opportunity to learn to be exposed to it is not limited by education. It's not limited by financial circumstance. It's not limited by the person. It's limited by the opportunity. And Carolyn had the opportunity because she had somebody in her family who was also interested in that and took her along and made her part of it. And my husband is the astronomer and I'm the also came and he took me along and I found that I really enjoyed it and I enjoyed being able to bridge the gap between the technical person and the person who knows nothing and bring them examples of what they can relate to as kind of a bridge between the two areas. My husband gets very technical being an engineer and that turns off young children or some adults who just don't have the words and by giving them examples of what they might be exposed to in their real life, I can help bridge that gap to give that information and that's the part that I liked when I taught a class as an adult was the aha moment like these children that were learning to program. When they went, wow! When they see something through the telescope and their eyes light up, I can see the light bulbs turn on when you expose somebody to an idea. Stacey gets the same thing when she's doing it because we both belong to the same astronomy club and she sees that and she has them coming out and talking to her and she has the ability because her son is still young, he's learning but she did expose him to the sciences and give him the opportunity. Getting kids out to the sciences on a regular basis requires a commitment from the parent. Right, right. That's a wonderful story about Carol in her show that she had the opportunity because her family did and it's a wonderful story that you shared about yourself that you came with your husband and realized your own passion about it. That's just a wonderful story and that's something you can share, probably do share all the time at the telescope and so that in addition to that, she discovered eight comets and wrote two star catalogs. So when those things come up, whether it's like being the person who came along or these comets come up, that's a great way to share a story of a female scientist. Ken said about Vera Rubin. Yes, she had her data and that was the first evidence for dark matter. Do you want to say anything about that, Ken? No, I just was interested to just recently find that out maybe, I don't know, six months or so ago and again at the time it wasn't typical that women would come up with these discoveries so the lead astronomer who was a male was the one that pretty much got credit at the time. Now we're seeing a turnaround and she is getting more credit for that discovery. Great, thank you. So dark matter isn't going to come up that much with these younger badges, but the older girls probably will ask about dark matter and black holes and all kinds of newer things in science that we're learning. I don't know if Jessica Henryx is on here, but she talked about the black hole that Katie Bauman saw. Yeah, our Girl Scout Astronomy Club, because those are older girls, they discuss these type of things quite a bit with them. Yeah, but we look at the Andromeda Galaxy all the time. Yes, we do. So when you're talking about galaxies rotating, you can say, hey, somebody studied how the galaxies rotated and her name was Vera Rubin. Or you can also mention that until Henrietta Levitt came along, we didn't know that that was a different galaxy. We thought we were all in one big galaxy and she helped us out with the distance ladder. Alice, you want to tell your story about that or how you connected to the telescope? Well, it's in the forum, but what was great is she's always been amazing and she was part of that whole Harvard computer group. But there is a wonderful play. And if you ever get a chance to see it, go see Silent Stars, because it does have Andy Jump Cannon and Henrietta Levitt and several other of the computers as part of that. But it is interesting to see kind of the conditions that they were working with and how they struggled. She was deaf and she was struggling to balance family and her work and getting people to accept what she was saying. Anyway, great play to get a chance. But what was fantastic was we did star parties after four of the different plays, the two openings and the two closings. And I was trying to find them, these great pictures of the actors in costume at our telescope. So I've got this great picture of Andy Jump Cannon at my telescope, but I can't find it. So I'll find it and post it. Oh, great. Yeah. And I also think that it's important to talk about how she studied these variable stars and when those things come up and also that she overcame her handicap, she has a wonderful story. And someone also put in there about Hedy Lamar. Oh, Alice, that was you as well, who was an actress, but she also invented wireless communication. Anyone else want to share the story of their person who was inspiring to them? Okay. So I encourage you guys to keep reading the forum and keep sharing these stories. We're actually going to make down the road a series for amateurs about like sort of baseball cards, but instead women astronomer cards. So you can collect them and have the images and tell the stories and sort of how you can bring it up. Like we all can talk about Galileo and science information that way or about the moons of Jupiter, you know, and telescopes and a lot of those are that way. But it's, oh, oh, sorry, just coming up in the chat as well. There's stories we can tell at all of the stages and all of the things that we're looking at in the scope. Jennifer said that she picked Maggie Aldrin Polkup, who's a British astronomer. She's kind of like the Carl Sagan of the UK. And so she'll be putting that in the forum, I guess. Jennifer, by any chance do you want to mention your story about being a child and having your astronomy experiences? Because that relates to our next week ideas. If you can, it's great if you could interview a woman about her science experiences. If you're a woman, you can talk to someone else you know. If you're a man, you can ask someone in your club or you can ask a neighbor, spouse, whoever you like, any woman about their science experiences. And here's some questions you can ask, but you don't have to stick to these. Just talk to them openly about, are they interested in science or are they one of those folks that maybe are a little bit hesitant or scared about science? And were there early experiences that maybe led them to feel that they weren't so included? And if they have a welcoming experience, have them tell you about that as well. Because we can always share more exciting experiences that have some positive messages as well. I'm going to write this up and put it in the forum, but I wanted to... Oh, Vivian said, should we put it in the forum? Yes, we should. So I'll post that in the forum tomorrow for you guys to think about. But I wanted to give you a sort of heads up so that you can think about, oh, this person, my coworker, or this person, my neighbor, and start thinking about who that person is. And when we post this recording and the slides up on the forum tomorrow will include this sort of assignment about talking to women about science. Another thing that I want to say is thank you for coming and sharing your stories and participating tonight. If you have any questions or comments about what we did or feedback, you can email me at tsummeratastersociety.org. I'm also going to share with you, I have a very quick survey feedback. It's also a quick survey. I have a very quick survey feedback. It's only two questions. And so I'm going to put that in the chat and so that we can, that if you could just, you could do it now or I will also add it to the forum later. Hold on and let me add this. Yes, Alice is talking about gross mindset. And yes, that is one of the tools we will be sharing. Yes. Vivian is not going to be at Golden Gate Bridging, Ken, but I will be. So I look forward to seeing you. Golden Gate Bridging. Do you want to talk about that, Ken? And what that is? My first experience was last year and basically that is when the girls bridge from, I think, is this from the junior level? Yes. They go up to the next level. It's a big event. I know last year they had 7,000 Samad participants. I think they're expecting less than that this year. The girls will get to walk across the Golden Gate Bridge. And we have set up at the end, in the park area at Chrissy Field, a bunch of STEM tables. ASP will be there. We'll be there with the Girl Scout Astronomy Club. We'll be there. I think there's like 50 participants or so. And most of these are all STEM related. So I was really happy to be involved last year for the first time. And I'll be doing it again this year. Yeah, I think it will be a really great event. This is my fifth time doing it. And it's just fun when you have these outreach opportunities with Girl Scouts to see how excited they get and to show them their first couple of views of either the sun or tomorrow we're going to do information about the electromagnetic spectrum. Sorry, Saturday. And so it's really a fun time for them. And Alice said that her girls came down from Seattle. So took the bus down. So I just put in the chat, the form, as I said, it's only two questions. And so, yes, Vivian said she would share her story if you want. Yes, I would love that. I really love Jennifer's story, but I think a lot of women in science have a story about when they're getting into science and we're so excited about becoming scientists. And I was in community college. I was putting myself through college and I wanted to study physics. I just thought physics was the cool, I still think physics is pretty much the coolest thing ever. And I went to look at colleges to transfer to four-year universities. And I went to UC Berkeley, went to UC Davis. They were colleges nearby. And I was at UC Berkeley with a group from my community college and we were all sitting there and there were a lot of women in the audience and the head of the physics department there at the time, now this was 20 years ago at least, said, so if you're interested in, I'm trying to remember if you're interested in looking at black holes, you can go work with this person. If you're interested in lasers, you can go work with this person. But if you're interested in finding women, you're going to have to go to the nursing department because we don't have any here. And I thought, oh, wow, that is not very welcoming at all to me as a woman looking to study physics. And luckily my mom taught me to always write letters. So I wrote a letter to him and to his boss and sent it off very upset. But I think that a lot of women have these kind of experiences, big and small as we, even if we're really excited about science and it didn't stop me. It's not that I stopped. I got a degree in physics, but I, it definitely did not make me feel very welcome at UC Berkeley. So I didn't end up going there. Yeah, unfortunately we do have, we all have our stories like that. But what I think is great is that, you know, we're trying to have different experiences and create really welcoming environments. And so that can be an amazing gift that you guys can all do as you're going through the world and doing these outreach events that you always do and do such wonderful jobs that you just, you know, we're just getting more tools to be more welcoming. And yeah. So hopefully Berkeley's a little bit different now. But yeah. And if anyone wants to share those stories in the form, we could do that as well. But, you know, little bit of these stories is okay. And then we also want to get into talking about how, how wonderful things are that it's changing. So does anybody have any questions or things they want to add before we, we sort of say good night, especially to our East coast friends. Thank you again. Anyone have things they want to add? This survey that you wanted to do where to put that on the chat before next meeting. Yeah, I just put it in the chat right now. And it's only two questions. So if you want to do it right now, you can just click on the link in the chat or copy and paste that link if you would like. It just to give, because this is our first time doing this workshop online, it's, it, we've changed things a lot to make it more, more online friendly. So we'd love to just get some feedback if you have fit. Yeah. But that's, that's one thing, but you had brought up one of your ladies slides that said, I'm going to ask a question, a woman about their science experience or exposure, et cetera. That's not in the questions that you posted with the link. But is that right up? Are we to do that before next session next week? What is the timing of that response? Do we even need to post anything just to have it ready to talk to. Thank you so much for bringing that up. Yes. I, I was sharing some questions that you can ask when you talk to your woman friend about their science experiences. And I'm going to post both this recording and the slides tomorrow. And also as a separate post, I will start the discussion about what, how things went with your, the woman you spoke to about her science experiences. And, and I will write the questions out. So that we can all share them. That slide. Does that make sense? Penny? Okay. So you want us to put it up on the chat. In the form. Yeah. Yeah. Exactly. Thank you. Yes. The two questions are just what, what was the biggest takeaway for tonight for you. And if there's anything you would like to change. So that's, it's great feedback for us. So that's the link that's in this little chat. Here. And. Oh, I'm so glad to thank you guys. So feel free to do that now, or if you're too tired, you could do it tomorrow. I will include that link, that feedback form in the form as well. So lots of things for me to post in the forum tomorrow. Have a great evening. And, and thanks for joining us again. Thank you. Thank you. And so I stopped sharing my slides. I'm going to end the meeting here. Thank you so much. Thank you. Thank you. Thank you. Thank you.