; (B) the role of teachers in shaping young girls’ perceptions of STEM and discouraging such girls from participating in STEM activities; (C) the role of other facets of the learning environment on the willingness of young girls to participate in STEM activities, including learning materials and textbooks, classroom decorations, seating arrangements, use of media and technology, classroom culture, and gender composition of students during group work; (D) the role of parents and other caregivers in encouraging or discouraging young girls from participating in STEM activities; (E) the types of STEM activities that elicit greater participation by young girls; (F) the role of mentorship and best practices in finding and utilizing mentors; (G) the role of informal and out-of-school STEM learning opportunities on girls’ perception of and participation in STEM activities