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When you think about Girl Scouts today, think leadership! Think empowerment! Think inclusion! In 1912, Juliette Gordon Low founded the Girl Scouts with a vision that remains relevant as we forge deeper into the 21st century. She once said, “the work of today is the history of tomorrow, and we are its makers.” Instilling in girls a sense of responsibility for themselves and their communities is at the heart of Girl Scouting. In our corner of eastern Pennsylvania, we see it as our duty to help girls realize their potential, and to create as much opportunity as we can. Whether girls are helping those in need through community service with their troop, learning how to build a fire at camp, or meeting women who are leaders at the forefront of their profession, Girl Scouting gives girls a venue to discover their own identities, connect with peers, and make the world a better place.
When you think about Girl Scouts today, think leadership! Think empowerment! Think inclusion!
We interact with girls and parents to focus on strong programming and establishing partnerships. Our programs teach girls how to be responsible, fair, honest, kind, and courageous by pushing boundaries and asking them “what would YOU do?” We empower girls to be the change they want to see. Girl Scouting has advanced the status of girls and women, and the well-being of our whole society.
In this report, we share research about current issues impacting the lives of girls today. We believe that understanding the experience of a girl is crucial to addressing her needs. I hope you find this report thought-provoking and inspiring. These findings inform how we approach the important work of serving girls on a daily basis. I am proud of the tremendous accomplishments of girls in this region, and of the tireless work that GSEP’s volunteers and staff provide to make the world a better place. I cannot wait to see what girls will do next! Sincerely,
Natalye Paquin, Esq.
the state of girls (a GSRI report summary) The Girl Scout Research Institute (GSRI), a part of the Girl Scouts of the USA (GSUSA), is a center for research and public policy information on the healthy development of girls. Its main goal is to elevate the voices of girls and understand the key issues that affect their lives.
sales, and office work. Women are underrepresented in computer, engineering, and science occupations, as well as in managerial positions and manufacturing. There is also a persistent gender gap in earnings, with women earning less than men.
In 2013, GSRI published a comprehensive, 150-page report entitled The State of Girls: Unfinished Business. This report synthesizes research across several important areas to examine the most significant developmental needs of girls today and how to improve the delivery of resources that are lacking. Researchers also focused on understanding disparities across racial/ethnic and income groups. The purpose of the report is to provide accurate data on girls’ physical, social, and emotional well-being that would be useful for a broad variety of users, including educators, policy makers, parents, nonprofit leaders, media, and girls themselves.
represent the largest minority group in the country, and their numbers are expected to grow faster than those of whites or African Americans in the coming decades. In order to more effectively engage Hispanic girls and families, organizations that serve them need to understand their needs more fully and adapt programming to be culturally relevant and appropriate.
Chapter Three
The State of Girls provides extensive research data and analysis in eight chapters, each of which addresses a different aspect of the American girl’s experience. Some of the key findings of each research area are summarized below.
Economic Well-Being and Employment Status
Chapter Four
Poverty is a critical issue for girls in the U.S. as one in five girls in the country live below the poverty line, and 42% live in low-income families. Girls growing up in poor families face a number of significant physical, emotional, and behavioral risks compared to girls living in more affluent families.
Adolescent girls are more than twice as likely to have major depressive episodes as boys, but often their symptoms go unrecognized. Adults need to be aware of the discrepancy between parents’ reports of their daughters’ depression and girls’ reports of their own depression, which suggests that girls are not always honest with their parents or other adults in their life about being sad or unhappy. Because research has shown that mental health issues in childhood and adolescence persist into adulthood, it is important to
Chapter One
The Changing Face of Girls While the total number of girls in the U.S. continues to grow, the number of girls as a percentage of the female population is shrinking. At the same time, the racial/ethnic makeup of the girl population is shifting. Hispanics/Latinos (including more than 6 million girls) 4
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Changing family structure has implications for many girls’ economic and educational experiences. Girls growing up with single parents do not have access to the same social and economic resources as girls in married-couple families, and they are more likely to be poor. Chapter Two
Today, more women are entering college, delaying marriage, and entering the workforce. Women make up nearly half of the full-time labor force in health care, education, community and social services,
Physical Health and Safety Physical health and wellness is critical to girls’ development, academic achievement, psychosocial adjustment, happiness, and overall well-being. While girls report a fairly good diet and reasonable levels of physical activity, many girls in this country are overweight and some don’t have access to health insurance. Obesity rates are highest for African American and Hispanic girls, and Hispanic girls are less likely to have health insurance compared to peers from other ethnic groups. All girls need access to health care, better access to healthy food, and opportunities for exercise and physical activity.
Emotional Health and Safety
promote self-confidence and mental health at young ages and be able to recognize signs of depression or other mental health issues. Chapter Five
Education An emphasis on girls’ education, from enrollment in high-quality early-childhood education programs to completion of high school and college, is key to their financial success and economic security in adulthood. Hispanic girls are at greater risk of dropping out of school early, as the high school dropout rates for both Hispanic girls and adults are higher than those of other racial/ethnic groups. This has important implications for those working with Hispanic girls, as they may need more educational support and more resources for pursuing higher education. Women now outnumber men in college (1.3 to 1), but they pursue different fields of study. Women
are more likely to pursue degrees in education, nursing, health services, and math and science teacher education. They are less likely to major in business and science and engineering fields. Very few African American and Hispanic students major in STEM fields. Studies show that high school girls are interested in STEM fields, but don’t consider a career in one of them as their top career choice. Encouraging girls and young women to pursue STEM fields is important to their future success in the workforce, as STEM fields are tied to higher earning, greater job security, and more opportunities for advancement. Chapter Six
Extracurricular and Out-of-School Activities During out-of-school hours, many girls take care of themselves, spend numerous hours of the day unsupervised at home, and have inconsistent child care arrangements.
Many lower-income families cannot afford formal child care because of high costs, lack of access, or nonstandard work hours that make it difficult to take advantage of the care that is available. Understanding how girls spend their time outside of school is important because participation in extracurricular activities such as sports, clubs, and other structured activities has a positive influence on girls’ development and leadership skills. Sports are the most common school activity among high school girls, followed by the performing arts, academic clubs, student government, and school newspaper/yearbook. African American girls are most likely to participate in student government and white girls are most likely to participate in the performing arts and sports. Hispanic girls have lower participation rates in school activities, especially academic clubs and sports. African American and Hispanic girls are most likely to attend religious services regularly. (cont. on page 7)
good news
where we need to focus
Girls are well educated. There are 130 women enrolled in college for every 100 men.
Many girls live in poverty. 21% of girls live in poverty in this country, and the rates are higher for black/African American girls (37%), Hispanic/Latina girls (33%), and American Indian girls (34%).
The high school dropout rate is high for too many girls. The high school dropout rate for Hispanic/Latina girls (16%) and American Indian girls (14%) is double the national average (7%).
Obesity rates are high for girls. Nearly half of black/African American girls (44%) and Hispanic/Latina girls (41%) ages 5 to 17 are overweight or obese.
Not all of our girls have access to basic health needs. 17% of Hispanic/Latina girls and 15% of American Indian girls ages 5 to 17 do not have health insurance.
Girls are less likely to commit crimes than boys. Girls make up 30% of juvenile arrests. Boys make up 70%. The teen birth rate is at its lowest recorded level. 95% of girls ages 15 to 17 have never been pregnant. Many girls are physically active and participate in sports. 52% of high school girls play on at least one sports team. Most girls are digitally connected. Nearly 9 in 10 girls ages 12 to 17 have Internet access.
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Many girls have low reading and math proficiency. 80% of black/African American and Hispanic/Latina girls are considered “below proficient” in reading by fourth grade. 6% of black/African American 8 girls, 80% of Hispanic/Latina girls, and 79% of American Indian girls are considered “below proficient” in math by eighth grade.
Girls struggle with emotional health. 34% of high school girls had self-reported symptoms of depression during the past year. This percentage is highest for black/African American girls (67%). Girls want more formal opportunities to be leaders. 53% of black/African American girls and 50% of Hispanic/Latina girls want to be leaders, compared to 39% of all girls.
(cont. from page 5)
about girls in PA
Chapter Seven
Girls’ Leadership Opportunities for leadership are scarce. Youth development organizations such as Girl Scouts need to help young people build skills that will enable them to effect change—in themselves, the community, and the world at large— which is what girls are passionate about. Also, girls need to see a broader range of women stepping in to leadership positions. If girls can’t see it, they can’t be it. Girls express interest in having women leaders reach out to them so they can learn from real successes and failures, as well as the pathways they have taken to achieve their personal and professional goals.
There are 985,850* girls ages 5 to 17 living in Pennsylvania. Girls in Pennsylvania rank 13th out of 50 states on an overall index of well-being that includes a measure of girls’ physical health and safety, economic well-being, education, emotional health, and extracurricular activities.
Racial/Ethnic Composition of Girls in Pennsylvania
9% Hispanic/Latina 13% African American**
71% White**
.1% American Indian/Alaska Native** 3% Asian/Pacific Islander** 3% Other Race**
Chapter Eight
Technology and Media Use Social media has been shown to enhance communication and learning opportunities, as well as create a feeling of connection among youth. However, it can also put girls at risk for cyber-bullying and privacy violation. Adults who work with girls should have very specific conversations about online safety issues and familiarize themselves with the different channels of social media and the potential risks associated with their use.
Girls Ages 5 to 17 in Poverty Race/Ethnicity % All Girls
20%
Girls who are proficient or above in 8th grade math and 4th grade reading
White** 13% Hispanic/Latina 42% African American/Black**
39%
Asian/Pacific Islander**
18%
Other Race**
28%
34%
38%
Math * Source: 2012 U.S. Census data ** Non-Hispanic
37%
45%
Reading Pennsylvania United States
download the full report The State of Girls:
http://www.girlscouts.org/research/publications/stateofgirls/
Unfinished Business
A Report from the Girl Scout Research
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more than s’mores (a GSRI report summary) Since its inception in 1912, outdoor experiences and environmental stewardship have been at the heart of Girl Scouting. Camping, archery, swimming, hiking, and other outdoor activities have been central to the Girl Scout experience for more than a century, and remain one of the primary pathways that attract girls. In today’s environment of ubiquitous technological diversion, highly structured lifestyles for students, and parental protectiveness, many people worry that children are not gaining sufficient exposure to nature and the outdoors. To explore some of these concerns and how they intersect with the Girl Scout experience, GSRI published a research report entitled More Than S’mores: Successes and Surprises in Girl Scouts’ Outdoor Experiences (2014). The report examined to what degree today’s girls are still getting outside, and whether outdoor activities are making a difference in their
lives. Researchers explored how girls are getting outdoors, how outdoor experiences varied among different groups of girls, how outdoor experiences support leadership development, and how Girl Scouts compare to girls at large in the U.S. with respect to environmental stewardship. GSRI surveyed 2,862 girls between the ages of 8 and 14 who resided in 16 different states in an effort to find answers to some of these questions. The following paragraphs summarize some of the key findings of this research. Girl Scouts helps girls get outdoors. 97% of girls who responded reported that they had done at least one
outdoor activity in Girl Scouts during the last year. 39% of girls participated in outdoor activities in Girl Scouts at least once a month, and 56% said that through Girl Scouts they had participated in high-adventure programming during the past year (e.g. canoeing, backpacking, climbing, challenge/ropes course). 76% of respondents said they had been camping. Perhaps most importantly, 50% of girls who completed the survey said that Girl Scouts provided them with opportunities to experience the outdoors in ways they could not have otherwise. Thus, in many ways, Girl Scouts continues to be an effective avenue to get girls outside. Girls really enjoy outdoor activities in Girl Scouts. 62% of girls reported that they either “enjoyed” or “enjoyed a lot” almost all of the outdoor activities they participated in through Girl Scouts. Surprisingly, girls who did not get outdoors much in Girl Scouts enjoyed their outdoor experiences as much or more than other girls.
what’s so special about the “outdoors?”
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Spending time outdoors in nature is different from playing or learning inside. Here’s how . . .
foundations for physically active lifestyles and general health (Little & Wyver, 2008; SPARC, 2009).
Outdoor spaces support physical play. Unlike most indoor environments, the outdoors offers open space where children are able to be messy, make noise, and move in more physically intense ways. This allows them to develop their movement capability and confidence—both of which create
Time in nature promotes attention restoration. Spending time in nature (even just a walk in a park) has been shown to improve concentration and creative reasoning among children and adults, including those with attention deficits (Atchley, Strayer, & Atchley, 2012; Taylor & Kuo, 2009; Berman, Jonides, & Kaplan, 2008).
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Nature provides novelty and challenge, which enhance leadership. Outdoor experiences often place girls in new physical, psychological, and social situations that motivate curiosity and foster a sense of discovery. Authentic challenges in nature (e.g. starting a fire in the rain or negotiating a set of whitewater rapids) require girls to become more self-aware and to cooperate, communicate, and solve problems more effectively (Rickinson et al., 2004).
outdoor experiences
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This indicates that lack of enjoyment is not causing these girls’ relatively low level of outdoor activity. Monthly exposure, high adventure, and repeat camp attendance are key drivers of girls’ leadership development and satisfaction. In examining girls’ progress toward leadership outcomes through outdoor activity, GSRI researchers looked at four specific outcomes:
1 developing a strong sense of self, 2 seeking challenges in the world, 3 cooperation and team building, and 4 resourceful problem solving. Girls who participated in outdoor activities in Girl Scouts on a monthly basis were stronger challenge seekers and problem solvers, and reported greater satisfaction with
Girl Scouting. The positive effects of monthly outdoor exposure were even more pronounced among girls who were less advantaged. Importantly, this suggests that providing more outdoor experiences for girls in under-served communities may have a particularly positive impact on girls in these communities. Stronger challenge seeking also correlated with repeated attendance at Girl Scout resident camp and high-adventure experiences. Girl Scouts helps girls connect with and care for the environment. As a whole, Girl Scouts reported much higher environmental stewardship than girls at large. In fact, more than two-thirds of Girl Scouts volunteer for environmental causes through the Girl Scout organization.
Girl Scouts of Eastern Pennsylvania believes in the power of outdoor programming to build girls’ leadership skills. At camp, girls forge deep relationships, build self-confidence and learn self-reliance. Research reveals spending time in nature improves children’s concentration and creative reasoning, motivates their curiosity and sense of discovery, and presents opportunities to engage in physical, psychological and social situations. What’s more –we know that girls and their families are actively seeking out these opportunities. GSEP’s camps have seen a doubledigit percentage increase in attendance at resident and day camp. GSEP in turn is investing in the Outdoor Program Vision for girls by expanding programmatic offering and facilities. Some enhancements include: • A starter camp for new campers of all ages • STEM facilities at camp • A dventure elements, e.g., zip lines, high and low ropes courses, climbing walls • W ater sports, e.g., stand-up paddleboards, canoeing • I nnovative sporting opportunities, e.g., disc-golf courses and gaga pits
download the full report http://www.girlscouts.org/research/pdf/GSRI_More_than_Smores-Outdoor_Experiences.pdf S’mores: More Than Surprises in Girl Scouts’ Outdoor Experiences Successes and
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generation STEM (a GSRI report summary) A key challenge facing the U.S. economy is meeting growing demand for qualified workers in STEM (science, technology, engineering, and math) fields. According to the U.S. Department of Commerce, STEM jobs in the United States in the past ten years have grown at three times the pace of non-STEM jobs, and are projected to continue growing at this pace through the next decade. There is a shortage of qualified job candidates to meet existing and projected demand for labor in these fields. What makes this dilemma noteworthy is that it coincides with a surprisingly low rate of STEM workforce participation among women. Across all STEM professions, there are three male workers for every female worker. Women’s representation is low at all levels of the STEM career pipeline from interest and intent to major in a STEM field in college to having a career in a STEM field in adulthood. This disparity persists in spite of the
fact that 74% of high school girls across the U.S. are interested in STEM fields and subject matter. In 2012, GSRI published a report to gain a better understanding of the causes of the gender gap in STEM, and what Girl Scouts and other institutions can do to close this gap. The report, entitled Generation STEM: What Girls Say about Science, Technology, Engineering, and Math investigated how girls perceive STEM subjects and fields, what factors encourage or discourage their engagement in these fields, and how (or whether) STEM figures in
their future career plans. The study returned several noteworthy findings. Girls like STEM. As mentioned above, 74% of high school girls are interested in STEM. Research has also shown that girls start losing their interest in math and science during middle school, which suggests that perhaps an even greater percentage of girls are interested in STEM when they are younger. Girls who are interested in STEM are higher achievers, better students, have stronger support systems, and have been exposed to STEM fields. One survey question showed that 92% of girls who are interested in STEM (hereinafter “STEM girls”) agreed with the statement, “I am smart enough to have a career in STEM,” compared to only 68% of girls who are not interested. Perhaps even more importantly, interested girls were more likely to know someone in a STEM career, and more likely to know a woman in such a career.
proficiency badges Girl Scout badges were recently revamped to reflect girls’ interests and to focus on 21st century skills. Several new badge categories specifically relate to STEM:
Naturalist badges invite girls to explore the outdoors. As girls learn to love the natural world, they’re inspired to protect the environment.
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Activities linked to Digital Arts badges employ girlfriendly topics to help girls build valuable technology skills.
Science and Technology badges connect science to what already interests girls, from the development of video games to the physics of roller coasters to the nanotechnology used in new fabrics.
As girls earn their Innovation badges, they solve problems by using methods from many different fields, such as anthropology, engineering, graphic design, and business strategy.
Financial Literacy badges ask girls to prepare for a sound financial future. Girls learn how to save, spend, and give to others.
gold award projects
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A gap exists between STEM interest and career choice. While 81% of STEM girls expressed interest in pursuing a career in a STEM field, only 13% said it was their first choice. On a related note, girls associate certain barriers with STEM careers. For instance, 57% of girls say that if they went into a STEM career, they’d have to work harder than a man just to be taken seriously. Two of the most important lessons from the Generation STEM study are:
1 As opposed to the past stereotype that even girls who perform well academically are not interested in STEM, this research demonstrates that interest among girls exists, but it needs to be primed.
2 The challenge that remains is how to turn girls’ interest into action and make STEM the winner in the competition for girls’ attention when it comes to career choices. One way organizations like the Girl Scouts can act on these lessons is to show girls they can satisfy their career motivations by working in STEM professions. Two of the most common career motivations among girls are helping people and making a difference in the world. By connecting STEM professions to these motivations, Girl Scouting can be an effective agent of change with respect to the STEM gender gap.
Ellen A., age 18, planned a threeweek program to get girls in grades 3–8 excited about science. The students engaged in activities centered on the basics of biology, chemistry, and physics. Every Friday Ellen invited a different female scientist to speak and give a demonstration. The goal of the science camps was to get more girls thinking about pursuing a scientific career. Ellen’s Gold Award project served as a launching off point for her future career in STEM. She plans to achieve a Ph.D. in a scientific field and become a teacher.
“I have gained the understanding of how important it is to do community service and get involved with my community.” —Ellen A., Gold Awardee
Generation What Girls Say about Science, Technology, Engineering, and Math
download the full report http://www.girlscouts.org/research/publications/stem/generation_stem_what_girls_say.asp
A Report from the Girl Scout Research
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the resilience factor (a GSRI report summary) In 2011, GSRI published a discussion paper entitled The Resilience Factor: A Key to Leadership in African American and Hispanic Girls. The idea for the paper was generated from questions raised from a 2008 GSRI study called Change It Up! What Girls Say About Redefining Leadership, which examined how youth define, experience, and aspire to leadership. Specifically, Change It Up! revealed that African American and Hispanic girls were more likely than Caucasian and Asian girls to view themselves as leaders. Also, African American and Hispanic girls aspired to leadership more than Caucasian girls and had more frequent and more positive leadership experiences. These and other questions regarding the comparatively more positive selfperception of African American and Hispanic girls inspired this paper. The Resilience Factor delved into the research on youth and resilience to explore the cause of African American and Hispanic girls’ high levels of self-confidence, and how cultural factors might play a role.
The types of adversity faced by individuals in African American and Hispanic communities can help youth cultivate leadership skills and confidence. For example, the recognition that racism is a reality that must be addressed is central to African Americans’ racial identity. Racial socialization, realized in part by promoting cultural pride and history among African Americans, has been associated with improved academic achievement, racial identity development, and cognitive and socioemotional outcomes—all of which relate to resilience. Meanwhile, among Hispanic girls, straddling a Spanish-speaking culture and an English-speaking one presents
a challenge to individual identity. Bicultural youth know and participate in both the mainstream culture and their home cultures with fluency, and for Hispanic youth, this has been related to skills and characteristics that shape resilience (e.g. greater selfesteem, ability to socialize in diverse settings, peer competence, and psychological well-being). Moreover, the types of challenges faced by African American and Hispanic girls foster the development of certain types of institutions and social behaviors. For instance, religion is central to the resilience of many African American youth. Girls who value religion tend to do better in school, have excellent relationships at home, feel good about themselves, and have aspirations of higher education. Among Hispanic girls, cultural values play a prominent role in developing resilience. Many Hispanic girls have supportive families, live in communities that place a very high value on interpersonal relationships,
developing leadership
“We can’t afford to have separate experiences for girls based on race, ethnicity, and social class.” – Anna Maria Chavez, CEO, Girl Scouts of the USA
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Girl Scouts has the opportunity and potential to leverage the resilience of African American and Hispanic girls to develop their leadership skills. Together with families, supportive adults, mentors, church and community elders, girls can hone the skills required to take ownership of their development.
take the lead
@gsep
and are expected to contribute actively to family life (e.g. through language brokering for parents and domestic chores). Both African American and Hispanic girls reported that their parents (particularly their mothers) encourage them to be leaders. Meaningful communication between mothers and daughters and positive reinforcement from mothers and other adults are key to the resilience of African American and Hispanic girls, and help explain their high self-esteem.
Finally, research suggests that African American and Hispanic girls may be more skilled at advocating on behalf of themselves and others. In the face of adversity and risk, advocacy by youth for themselves and others promotes resilience and positive self-concepts. The types of adversity faced by girls in each of these racial/ ethnic groups create opportunities for advocacy that may not be as available to girls from other racial/ethnic backgrounds. This can include health, economic, and education disparities, as well as challenges regarding language or racial oppression.
Take the Lead recognizes accomplished women leaders from diverse backgrounds throughout eastern Pennsylvania who are making the world a better place. Through a competitive process, Girl Scouts are chosen to present awards to women leaders at a large fundraising event. Girl Scouts visit the honorees’ workplaces, exposing them to diverse career opportunities. The girls interview the honorees and develop presentations for the awards ceremony. Girl Scouts develop lifelong bonds with their honorees, and gain important public speaking and writing skills.
“The Take the Lead program has shown me how to interview, speak in front of crowds, and execute a perfect elevator speech. I believe these skills will take me to huge places in the world. In fact, one of my goals in life is to one day be sitting where these honorees are today.” —Sabrina L., 18
download the full report http://www.girlscouts.org/research/publications/girlleadership/resilience_factor.asp THE THE
RESILIENCE FACTOR:
A Key to Leadership in African American and Hispanic Girls
A Discussion Paper from the Girl Scout
Research Institute
Girl Scout Research Institute
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putting research into action In 2008, GSRI published a study (mentioned previously, but not summarized in this report) called Change It Up! What Girls Say About Redefining Leadership. Among other things, this study highlighted a key challenge for girls with respect to leadership: “The greatest single barrier to leadership reported by girls is self-perception—a lack of self-confidence in their own skills and competencies.” The same study also found “that while 92% of girls believe that anyone can acquire the skills of leadership, only 21% believe that they currently have most of the key qualities required to be a good leader.” Thus, when it comes to leadership, girls frequently lack the positive, empowered selfperception that they would need to be a good leader. Fortunately, these perceptions can change, and the Girl Scout Movement is designed to create such a change. More than anything, Girl Scouting is about showing girls how capable they are, and that
if they work together and dedicate themselves to their goals, they can accomplish almost anything. In order to put this spirit of empowerment and change into action, GSUSA and councils like GSEP work to understand the specific ways in which girls’ understanding of themselves can be cast in a more positive light. This is why the Girl Scout Research Institute’s work is so important. The research summarized in this report includes many actionable pieces of information that are key to motivating girls. Without a clear, nuanced understanding of the experiences of American girls today, the Girl Scout Movement cannot be effective.
GSEP prides itself on maintaining a strategy that is always open to improvement. Our organization is constantly looking for better ways to serve girls, not only by acting on the latest research, but by engaging in meaningful dialogue with community partners, educators, parents, and most importantly, with girls themselves. GSEP listens to all these voices when determining how to proceed, and now is an exciting time for girls in this region for several reasons. First, GSEP has improved and expanded programming for girls in underserved communities. These programs are provided free of charge to girls who reside in low-income areas. Every year, GSEP engages more than 9,000 girls through weekly troops, summer programs, in-school series on special topics, and camping experiences. Second, GSEP has integrated STEM activities and learning opportunities
diversity and inclusion
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Girl Scouts of Eastern Pennsylvania is dedicated to bringing programming to girls from underserved communities.
$$$ Through the Funded Troop program, Funded Series program, and Summer Funded programs, GSEP serves more than 9,000 underserved girls in urban, suburban and rural areas.
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Girl Scouts Beyond Bars delivers the Girl Scout Leadership Experience to more than 50 girls whose mothers are or have been incarcerated. Programs take place every weekend, and include visits to the Correctional Facility.
Financial Aid is provided to girls who need assistance to attend camp and other programs.
hispanic outreach
@gsep
Girl Scouts of Eastern Pennsylvania is focused on reaching Hispanic communities across our 9-county footprint. For several years, GSEP has focused on Hispanic middle school girls in Reading, PA. Through the support of funders like MetLife Foundation and the United Way of Berks County, GSEP implemented a four-part series called Inspirar for girls in all four middle schools in Reading, serving more than 750 girls in one year.
into nearly all of its program pathways. This means that whether girls meet after school with their troop, attend a weekend program, go away to resident camp, or participate in a conference, their experience will most likely incorporate some element of STEM. Best of all, as girls develop their interest in these disciplines, GSEP provides a host of opportunities that enable them to explore their interests further. Finally, GSEP has embarked on a capital campaign to realize a new Outdoor Program Vision. This capital
project will create state-of-the-art facilities at three of GSEP’s campsites, ensuring a higher quality of outdoor and camp program for decades to come. These facilities will be in use throughout the calendar year, and are accessible to girls and their families throughout eastern Pennsylvania. Everything GSEP does is intended to give a greater voice to girls. By listening to girls, learning about their needs, concerns, and aspirations, our Council has created a strategy and a vision that will continue inspire girls to become leaders for many years.
Through sessions held in school, at GSEP’s Camp Laughing Waters, and on the campuses of Alvernia University and Albright College, GSEP provided girls with an immersive STEM experience and an opportunity to start thinking about their option for postsecondary education.
“Before Girl Scouts, I never thought that science could be so much fun. Now this is something I could see myself doing forever.” —Fabiola F., 12
rESEarch inStitutE A Report from the Girl Scout
Change it Up! What Girls Say About Redefining Leadership
download the full report http://www.girlscouts.org/research/publications/girlleadership/change_it_up.asp
Executive Summary
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