Why are women so persistently underrepresented in STEM (Science, Technology, Engineering and Maths) fields? In Canada, women make up 22% of the STEM workforce, only a 2% increase since 1987. Even though diversity in STEM fields is associated with greater innovation and stronger overall institution performance, and efforts are being made to increase the representation of women, gender stereotypes seem entrenched. On average, both men and women in science are more likely to hire a male over a female even when the CVs are identical except for name and gender.
Gender biases create major challenges for women to enter and advance in STEM fields. Karly’s aim in her doctoral research at Cambridge University is to develop a stereotype-reduction training programme that could be used in Canada and elsewhere to encourage diversity in the STEM field. She is developing a psychological intervention that might help to reduce the negative effects of gender stereotypes, particularly in decision-making. This involves identifying the relative importance of cognitive and affective mechanisms in changing – and maintaining – stereotyped beliefs. Her research has implications for implementing evidence-based programmes to advance gender diversity in society generally.
Karly brings her deep commitment to enhancing gender equity to students, academics and professionals through her leadership in co-organising initiatives aimed at enhancing Collaboration for Gender Equity in STEM and addressing issues in Gender and Politics. Among her many accomplishments is her role as dance choreographer and instructor of the competitive Cambridge Varsity Hip Hop Team. 
Karly hails from Penticton BC. She studied for her BA in Psychology at the University of British Columbia (Okanagan Campus), winning a prestigious Pushor Mitchell LLP Gold Medal Leadership Prize for her leadership in the community. She has fund raised and led campaigns to raise awareness about vulnerable populations and promoted initiatives to increase their well-being. She completed her MPhil thesis in Social and Developmental Psychology at Cambridge University in 2015 with distinction on gender atypicality, parent-child relationships and psychosocial adjustment in adolescence. She is a recipient of the Gates Cambridge Scholarship.
