Contact: Jenni Brockman St. Margaret's School has become part of a national trend in which girls' schools are setting unprecedented achievement standards in the academic fields of science and technology. With applications to girls' schools currently at all-time high levels, there's certainly reason for excitement around campuses today. A Sept. 23, 1999 New York Times article entitled "Girls Soak Up Technology in Schools of Their Own" highlights this point. The article, authored by Katie Hafner, features two recently started, independent girls schools in the San Francisco Bay Area. The Julia Morgan School (Oakland) and the Mountain View Girls' Middle School, 30 miles to the south are girls' schools in which math, science and technology are at the centers of their respective curricula. The focus of these schools is to teach girls that they can succeed in technical fields - should they choose to pursue a career in one of these disciplines. Similarly, many girls' schools are adding new science buildings and summer programs to enhance their technical educational programs. Locally, St. Margaret's School recently opened a $1.5 million science building named, "The Community/Technology Center." This state-of-the-art math, science and technology building intended to accommodate the local community for special functions and meetings is equipped with classrooms geared to a collaborative learning approach. According to Ms. Hafner's article, researchers claim that collaborative study is an optimal way for girls to learn. Such an educational approach is in consonance with the balance of St. Margaret’s curriculum, which places an emphasis on such values as teamwork and social interaction. The recent focus on science and technology at girls' schools is directly attributable to factors like the world wide web (internet) and the increased influence of computer technology in the daily lives of all individuals. "High school girls are catching up to boys in math and science," says Ms. Hafner. "Girls' schools are helping to erase the gap between the sexes in technology. "Experts agree that this 'gap' begins to develop in adolescence. In a coeducational environment, adolescent boys are often more aggressive than girls. They are eager to want to obtain answers to problems or questions. Such aggressive behavior tends to overshadow girls in the classroom; boys often dominate classroom discussions and monopolize instructional time. A single-sex environment affords girls the opportunity to develop self-confidence and receive encouragement from their teachers. "The world's an oyster for these girls," says Meg Moulton, Executive Director of the National Coalition of Girls' Schools. "The sooner you expose them (girls) to the opportunities available through science and technology, it can't help but spark and encourage the possibility of (their) sustained interest." "We provide girls with a foundation," explains St. Margaret's Headmistress Margaret R. Broad. "Each girl gains confidence in herself that will help her transition to college, the workplace and life." Recently, several 'young alums' returned to the St. Margaret's campus to attend a junior-senior town meeting. At the meeting, the college-age graduates met with current students and told them how they have become active members in the larger community beyond St. Margaret's School. "It's such a positive thing to have young graduates return as living examples of St. Margaret's graduates going on to do great things," says college counselor Mollie Conklin. "It's inspiring not only to the students, but also the faculty." Girls themselves are fast becoming fans of single-sex education. "Honestly, people ask me all the time 'how can you cope with not having guys around?' and, to tell the truth, you are so busy with school and friends that you don't really notice," says St. Margaret's sophomore Olivia Dix, of Dallas, TX. "That was one of my biggest fears about coming here - NOT HAVING BOYS!!! - but now I find myself actually quite happy." In conclusion, the advantages of single-sex education far outweigh any perceived disadvantages. Social interaction is an integral part of the scholastic environment through mixers and other functions coordinated with other schools. Vacation breaks and summers afford students additional opportunities to meet and interact with young men. Of paramount importance to the future success and happiness of young women is preparing themselves for life in the 21st century where technology will be an integral part of their everyday lives - like St. Margaret’s, girls’ schools across the nation are gearing up to meet the challenge.
Telephone: 804-443-3357 (w); 804-443-3357 (h)
Fax: 804-443-6781
FOR IMMEDIATE RELEASE
St. Margaret's School Joins National Trend,
Leads the Way in Science and Technology
St. Margaret’s School advanced biology students, Ginny Moncure (l.) and Claire Stephenson, are learning about the Rappahannock River and its ecosystem through many hands-on laboratories in their new biology lab-classroom in the Community/Technology Center, a state-of-the-art flagship science facility that opened at the school this fall.
