; (B) the role of teachers in shaping perceptions of STEM in female students in prekindergarten through elementary school and discouraging such students from participating in STEM activities; (C) the role of other facets of the learning environment on the willingness of female students in prekindergarten through elementary school 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 female students in prekindergarten through elementary school from participating in STEM activities; (E) the types of STEM activities that encourage greater participation by female students in prekindergarten through elementary school; (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 the perception of and participation in STEM activities of female students in prekindergarten through elementary school; and (H) any other area the Director determines will carry out the goal described in paragraph (1). . 5. Supporting female students in prekindergarten through elementary school in computer science education Section 310(b) of the American Innovation and Competitiveness Act ( 42 U.S.C. 1862s–7(b) ) is amended by adding at the end the following: (3) Uses of funds The tools and models described in paragraph (2)(C) may include— (A) offering training and professional development programs, including summer or academic year institutes or workshops, designed to strengthen the capabilities of prekindergarten and elementary school teachers and to familiarize such teachers with the role of gender bias in the classroom; (B) offering innovative pre-service and in-service programs that instruct teachers on gender-inclusive practices for teaching computing concepts