; (2) the role of implicit bias in the classroom in shaping young girls’ perceptions of STEM and discouraging such girls from participating in STEM activities; (3) 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; (4) the role of parents and other caregivers in encouraging or discouraging young girls from participating in STEM activities; (5) the types of STEM activities that encourage greater participation by young girls