Recently, I’ve been working with a colleague to assess equity, diversity, and inclusion in quantum science. We surveyed over 800 people in the field—and the results were both compelling and, sadly, unsurprising.
People from traditionally marginalized groups—by gender, race, ethnicity, religion, or sexual orientation—are more likely to witness or experience bias, discrimination, harassment, and bullying. They’re also more likely to consider leaving the field entirely.
You’d think the obvious fix would be improving the climate in STEM, right?
Yes. But it’s not that simple.
Our survey also shows that aspiring quantum scientists—students who aren’t yet in the field—have an even more negative view of the climate than those already working in it. The brain drain is happening before these young people even get started.
So what does this have to do with middle school science outreach? Well, it’s the same problem all over. But the problem isn’t what people think it is. The problem isn’t that our daughters aren’t getting enough science education. The problem isn’t that girls don’t like science.
The problem isn’t the girls at all.
Girls are making logical, self-protective decisions to avoid spaces that aren’t built for them.
So yes, we must fix the climate. Yes, we need better policies, training, and institutional protections.
But in the meantime?
I say flood the field with diverse young minds—and arm them for the fight.
This isn’t about “fixing” girls. It’s about preparing them to survive and thrive in spaces that weren’t built for them. It’s about creating opportunities, spaces, and experiences where they can become scientists—not hypothetically, but experientially and confidently.
Giving a girl goggles and a lab coat might look like play. But it’s a transformational act.
It’s identity work. It’s permission. It’s power.
That’s why I spend my summers encouraging kids to set things on fire (safely!).
Because I’m not just telling them they can be scientists—
I’m showing them that they already are.
This is me, arming them for war.
Because they will be overlooked.
Their achievements will be diminished.
They will be told—subtly and blatantly—that they don’t belong.
But they will know better.
Because by then, they’ll already see themselves as scientists.
They’ll know that the image of a “real” scientist—some old white dude in a lab coat—is a myth.
I don’t tell kids “you can be anything you want to be.”
I show them how to be badass scientists who change the world, take no prisoners, and demand what they’ve earned.
The war is raging.
Will you fight with us?