Elevating youth voices. Inspiring future STEM Leaders.
Elevating youth voices. Inspiring future STEM Leaders.
The Flight Crew features remarkable youth from across the country. Motivated by their impactful STEM experiences beyond the classroom, these young leaders are currently working in their communities to break down stereotypes and spark their peers' curiosity in STEM.
This talented cadre of youth embodies the Moonshot mission and they are committed to using afterschool and STEM learning to build a better future where young girls everywhere can envision a place for them in STEM. The Flight Crew will amplify youth voices in the national conversation around STEM equity as we work toward a future where every young girl can imagine themselves as a future engineer, builder or inventor.
Meet the 2022 Flight Crew
MacKenzie believes that ten years of Girl Scouts and five years of 4-H led to her love of engineering.
“Every single year my interest for STEM has increased, and this passion has shaped me as the person who I am today.”
Helena recently pitched an afterschool mental health program that included garden education and the arts, more specifically a youth created bio mural made out of moss.
“STEM and STEAM programs have made all the difference in my life. Not only have they connected me with communities of like minded creatives who challenge me, but also have shown me that there is no traditional or right path I can take anymore.”
From a young age, Nikhita was captivated by the night sky and as a result she aspires to be an astrophysicist.
“I believe that creativity is a huge part of STEM and I love critical thinking. ”
After feeling knocked back, Henrietta rediscovered confidence through afterschool STEM.
“For me, my STEM afterschool program was transformational. I found my voice. I found my confidence.”
Jia created the Girls in Engineering Club at her high school this year because there were no girls in engineering or STEM clubs.
“As a girl who wants to pursue engineering and STEM after high school, I want to feel some sense of community even at the high school level. And the fact that there wasn’t anything in high school for us girls already, it made it that much more important for me to start.”
Madeleine prioritizes STEM activities amidst music, athletics and academics.
“My involvement in afterschool STEM programs has really helped shape my STEM identity and develop my confidence in science and math.”
COVID-19 made Reeti realize the vulnerability of humanity and limitations of scientific research to pandemic situations.
Reeti’s message to other girls - “STEM afterschool programs are like charging stations: plug in and power up your STEM skills!”
Amanda has always loved engineering and building and has been doing hands-on experiments for as long as she can remember. Her biggest dream is to become an astronaut.
“Everyone who wants an opportunity in STEM should have one. I’ve seen a lot of girls not participate in activities because of their self image and we should all have the opportunity no matter what other people think of us. It’s time to break down that barrier for girls.”
Keira started a girls math team at her Title I school, when none of the overwhelmed teachers were willing to do it.
“This math team is completely necessary because girls are already behind in math (due to the pandemic) and lack confidence.”
When Olivia started robotics she was intimidated by all the guys in the club. She didn’t feel brave enough to advocate for what she wanted.
Olivia soon realized she no longer wanted to waste time on fear and stepped up with her electrical knowledge.
“Our entire lives, we are taught to go with the flow and told not to be bossy. I’ve faced these exact same struggles. Which is why, when I see a girl waiting at the back, or standing behind as a guy does all the work, I invite them in.”
Before attending summer camp, MacKenzie had no idea what coding was. Now, she can’t imagine a world without it.
“From the strict rules of JavaScript to the soft nuances of CCS, I have found my community in speaking - with humans and computers alike.”
Shrika is no stranger to STEM, participating in out-of-school opportunities that explore space, learn computer science and contribute to important health science research.
“Having this experience (DEVA App Development & Stanford Rebuild) not only allowed me to discover more about computer science but also propelled me to reflect on the impact that computer science could have on accessibility and equity.”
Afua became interested in computer science through her participation in afterschool activities.
“I plan to study STEM subjects in college. I want to do computer science science and robotics.”
Gabriela realized she was good at something that she also enjoyed through her participation in afterschool STEM programming in 4th grade.
“One of the challenges I faced was being the only girl on my middle school robotics team, which is why I talked with my robotics coach to find ways to motivate more girls to participate.”
Emerald has been able to pursue STEM the way she has always wanted to through her afterschool coding experience.
