Brite 2021


Brite 2021 Logo Brite is an online, interdisciplinary STEM program built for girls ages 13-16. The Brite Pilot was offered in the summer of 2020Brite 2021, a joint venture between the National Girls Collaborative Project (NGCP) and The Hello Studios, was offered July 12-22, 2021, and provided a high-quality, online suite of activities centered on collaborative learning with female role modelsBrite 2021 consisted of two courses: Art x Science, featuring role models and activities at the intersection of art and science, and Dream Big, Take Risks, featuring role models and activities that introduced girls to audacious careers in STEM. customized online platform, accessed through a 1:1 deviceserved as a launching pad for girls to participate in individual, small group, and community-wide activities. 

Central Program Goals

  • Foster STEM identity: belief in self, image, and ability 
  • Foster STEM agency: decision-making about STEM   
  • Build a community of girl learners and a support network among them
  • Spark curiosity and creativity

Brite 2021 ran from Monday-Thursday for approximately 3 hours of programming each day. Each day included hands-on, authentic learning experiences, centered upon problem-solving, creativity, and real-world application, as well as 60-minute webinar featuring a female role model and a robust Q&A. Each week culminated with BriteFest; a 90-minute celebratory event hosted by a female role model. Brite provided girls with multiple opportunities to act as scientists, demonstrate and build competence, and interact and receive recognition from role models and peers. A Brite Community, where all participants were valued and safe, shared, and made mistakes was built.


Finding a Role Model 

Fab Fems

IF/THEN® (Women in STEM videos, images, activities)

Learning for and/or Training Role Models 

SciGirls Connect: Role Model Strategies

Related Research 

Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.

Carlone, H. B., Johnson, A., & Scott, C. M. (2015). Agency amidst formidable structures: How girls perform gender in science class. Journal of Research in Science Teaching, 52(4), 474–488.

Carlone, H. B., Scott, C. M., & Lowder, C. (2014). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching, 51(7), 836–869.

Collins, P., & Bilge, S. (2016). Intersectionality. Polity Press. 

Farland-Smith, D. (2015). Struggles of Underrepresented Girls as They Become Women: Understanding How Race & Gender that Impact Personal Science Identity ConstructionJournal of Educational Issues1(1), 114.

Jethwani, M. M., Memon, N., Seo, W., & Richer, A. (2017). “I Can Actually Be a Super Sleuth”: Promising Practices for Engaging Adolescent Girls in Cybersecurity Education. Journal of Educational Computing Research, 55(1), 3–25. 

O’Brien, L. T., Hitti, A., Shaffer, E., Camp, A. R. V., Henry, D., & Gilbert, P. N. (2016). Improving Girls’ Sense of Fit in Science: Increasing the Impact of Role Models. Social Psychological and Personality Science, 8(3), 301–309.

Riedinger, K., & Taylor, A. (2016). I Could See Myself as a Scientist: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science. Afterschool Matters. Spring 2016. 

2021 Mini-grant Recipients 

Arizona Science Center, Girls in STEM Initiative 
University of South Florida, Oceanography Camp for Girls
The New Tenth Foundation, STEAM Program for Teens
CommUnity Makery, CHI626 Maker Club
Boys & Girls Club of Fitchburg Leominster, Summer Gems
New York 
Morrison Mentors
SUNY Schenectady County Community College, CSTEP Program
Penn State University, EnvironMentors 
Williamson County 4-H, Williamson County 4-H STEM
Milwaukee School of Engineering, MSOE STEM

Contact Us  

Please send questions to

NGCP Logo The Hello Studios Logo