1Who took part
How many people answered about each activity?
Number of people who answered about each activity, from most to fewest. Many people took part in more than one activity, so the bars overlap.
Longer bars mean more people answered about that activity. GALS (Girls as Leaders in STEM) is one of the seven. A general question that is not about one activity is shown separately below.
Which regions and year levels are the students from?
Number of school students who answered, by region and year level.
Results for fewer than people are hidden for privacy and marked. Geelong has the most responses, so its results are the most complete. Other regions have fewer, so more of their results are hidden. Read those as a rough guide.
2What students reported, by activity
Which results are most positive for each activity?
Average score for each activity, from 1 (No) to 4 (Yes a lot). Higher is more positive. "I do not know" answers are left out.
The faint line on each dot shows the likely range for that average (a 95% confidence interval). Activities score close together, so when two lines overlap the difference may not be real. "≈" marks a statement asked in two similar wordings. A grey "hidden" tag marks a result hidden for privacy (fewer than people).
General STEM results (not about one activity)
A separate question asked of everyone. It is shown here on its own, not as an eighth activity.
Same scoring and likely ranges as above.
3Skills, and how students felt others saw them
What skills do students say they built, by activity?
Share of the students in each activity who picked each option. Students could pick more than one, so the shares can add up to more than 100%.
Students in Excursions and Online STEM activities were not asked these questions, and neither were they asked in the general question. They are left out here on purpose. Nothing is missing.
4Comparing regions
How do results compare across the six regions?
Average score for each region, scored the same way as above.
The faint lines show likely ranges, as above. A grey "hidden" tag marks a result hidden for privacy (fewer than people). A region with fewer responses is more likely to have results hidden.
5Future plans and subject choice
Do people who took part in GALS see their future in STEM differently?
Compares people who took part in Girls as Leaders in STEM (GALS) with people who did not, one statement at a time. Both groups are scored the same way as above.
"Difference" is the GALS average minus the average for people who did not take part. In this made-up data the differences are small and go both ways. A grey "hidden" tag marks a result hidden for privacy (fewer than people).
What helps students decide which subjects to choose?
Compares what influences students in each gender group. Each dot is one group's own percentage, on a shared 0 to 100% scale. Students could pick more than one option, so percentages do not add to 100%.
Made-up data only, not a result. Every GALS participant answered Female, so part of any gap between groups may come from taking part in GALS. A grey "hidden" tag marks a result hidden for privacy (fewer than people).
What helps students decide what they might do in the future?
Compares what influences future plans for students in each gender group. This is a separate question from subject choice above. Each dot is that group's own percentage.
Made-up data only, not a result. Everyone who took part in GALS answered Female, so part of any gap may come from GALS. A grey "hidden" tag marks a result hidden for privacy (fewer than people).
How often do students name STEM activities and programs as an influence?
How often students picked "STEM activities and programs" as an influence, comparing people who took part in GALS with people who did not.
Made-up data only, not a result. Real data may show a smaller gap, no gap, or a gap the other way. Groups with fewer than people are hidden for privacy.
Which subjects are students interested in for Year 11 or 12?
Compares subject interest between students in each gender group. Each dot is that group's own percentage.
Made-up data only. Everyone who took part in GALS answered Female, so part of any gap may come from GALS.
A different kind of question: how students see themselves
Why do students want to choose STEM subjects? Belonging and confidence
Compares how students in each gender group see their own belonging and ability in STEM subjects. This is about how they see themselves, not what influences a choice. It is labelled so you can tell the two apart at a glance. Each dot is that group's own percentage.
Made-up data only. Everyone who took part in GALS answered Female, so part of any gap may come from GALS.
What kind of jobs do students imagine doing in the future?
Written answers, listed below. Not charted.
These answers have not been grouped into themes yet, so they are shown as students wrote them.