THE FUN LAB

the Fun Lab

 

 

The Fun Lab is a subscription box service aimed at engaging young girls in STEM learning. The Fun Lab is strongly aligned with gender equality and closing the gender wage gap.

STEM learning has traditionally been marketed towards boys and men, creating a stereotype that young girls struggle to identify with. By using pinks, purples and whimsical rainbows, The Fun Lab seeks to overturn the stereotype.

The cumulative effect of the gender pay gap means that women earn less, have less money for their retirement and are more likely to live in poverty during their later years. In Australia, the national gender wage gaps sits between 14% and 19%. Covid-19 has seen the gap increase due to women being overrepresented in the hardest hit industries. In STEM fields, the gender wage gap increases to 23.7%. Within Australian STEM professions, nearly half of the workforce are women, however they are filling mainly clerical and administration roles within these industries.

Research shows that there is a direct correlation between the rise of technology and the continuing gender wage gap. The lack of female uptake in STEM careers can be linked back to early learning experiences that influence both gendered role expectations and self identification. It can therefore be hypothesised that encouraging females to enter STEM based careers will not only decrease the gender wage gap, but better place them for equality during pandemics by diversifying their career streams away from those hardest hit during Covid-19.

The Fun Lab seeks to bridge this gap through the creation and distribution of a monthly STEM learning box gendered towards young girls.

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Product mock up for The Fun Lab - a subscription box serviced aimed at getting young girls involved in STEM
Product mock up for The Fun Lab - a subscription box serviced aimed at getting young girls involved in STEM

Akkuş Çakır, Nur, Gass, Arianna, Foster, Aroutis, & Lee, Frank J. 2017, ‘Development of a game-design workshop to promote young girls’ interest towards computing through identity exploration’, Computers & Education, vol. 108, pp. 115–130, doi: 10.1016/j.compedu.2017.02.002.

Cheng, S, Chauhan, B, & Chintala, S 2019, ‘The Rise of Programming and the Stalled Gender Revolution’, Sociological Science, vol. 6, no. 13, pp. 321–351, doi: 10.15195/v6.a13.

Diversity Council Australia, 2020, COVID-19 is exacerbating existing inequalities and will widen the gender pay gap’, viewed 14 August 2021, https://www.dca.org.au/media-releases/covid-19-exacerbating-existing-inequalities-and-will-widen-gender-pay-gap

Workplace Gender Equality Agency, 2019, ‘International Gender Equality Reporting Schemes’, viewed 14 August 2021, https://www.wgea.gov.au/publications/international-gender-equality-reporting-schemes

Workplace Gender Equality Agency 2021, ‘Gender Equity Insights series’, viewed 14 August 2021, https://www.wgea.gov.au/publications/gender-equity-insights-series