Global Forum III Themes

Girls as Global Citizens

What does it mean to be a “global citizen” and how do schools and organizations develop in girls and young women the required skills and mindsets to be one?
What ways are schools are exposing girls to the world beyond the school buildings?
How can partnerships expand the four walls of the classroom and expose girls to their community and the world?
How do schools manage experiential programs so they are accessible to all students and aligned to their mission and values?

Girls as Entrepreneurs and Innovators

What best practices are energizing girls to be entrepreneurs and innovators around the world?
How is curriculum being re-imagined and what new understanding is driving that design to encourage entrepreneurship and innovation in girls?
How are students being introduced to role model or entrepreneurs and innovators?

Girls as Social Activists

What role do girls and young women play in transforming their political, cultural, and social landscape?
How are girls’ schools engaging with their local, national, and global communities to provide their students with authentic learning experiences?
How can educators empower girls to use their voice, both now and in the future, so their perspectives and experiences are heard?
What opportunities are girls’ schools providing girls to be active in volunteerism and interested in impacting change in their world?
What does power/empowerment look like for women now and what will it look like in the future?
How has the COVID-19 global pandemic impacted empowerment of girls and women in unique ways?

Girls as Political Leaders

What are the competencies today’s world demands from political leaders?
What are the best ways to encourage girls’ and young women’s political voices?
How do girls’ schools encourage healthy dissent, respect for different viewpoints, and an appreciation for civil discourse—particularly when so many of these discussions are now happening online?
Where does the concept of power—both political and financial—come into play when educating girls?

Girls as Artists, Creators, and Performers

What conditions, attitudes, and behaviors support creativity and artistic expression among girls?
How can we encourage girls to take creative risks?
How does community and collaboration that is so essential to girls’ schools expand the creative process among our artists, performers, and creators?
How does the creative process of revising and refining work help girls develop critical skills such as persistence, perspective-taking, and receiving and applying feedback?
How does learning about the creative arts and artistic expression impact how girls perceive and interact with the world?

Girls as Environmental Champions

How do girls’ schools raise girls’ awareness of climate change and environmental issues?
What role do girls’ schools have in encouraging girls to become better environmental stewards?
What opportunities are girls’ schools providing girls to be active in volunteerism and interested in community development?
What female role models are we presenting to girls as past and current environmental champions?

Girls as Scientists

What strategies and methodologies are most effective for teaching girls and young women STEAM and related topics within and beyond the school walls?
How does physical space help instill critical thinking, problem-solving, exploring, inventing, and iterating into the daily lives of girls?
What are the components of STEAM that need to be integrated into academic and co-curricular programs as core elements, and how do they interconnect across disciplines?
What are the best models in the private sector and among non-profits for addressing the “leaky pipeline” in tech?

Girls as Inclusive Allies

How can schools and girl-serving organizations prepare students to embrace and express various aspects of their identities while also having an awareness of and respect for the identity expression of others?
How do we ensure schools and educational organizations are safe spaces for the expression of differences while also encouraging inquiry, varying opinions, and open dialogue?
What resources are available to help community members conduct and participate in difficult conversations?

Girls as Happy, Healthy Individuals

What is the role of schools and girl-serving organizations in addressing girls’ and young women’s intellectual and emotional growth?
How do we align expectations among the students, parents, and the school?
How can schools and organizations enlist the entirety of their communities to take a proactive approach to promoting health and well-being for girls?
What are innovative ways in which schools and organizations can work together to combat the negative messages girls and young women receive through social media and pop culture?
What connections are there between health and wellness and girls developing their “voice”?

Girls’ Schools as Educational Leaders

How are girls’ schools driving the global conversation about girls’ healthy development and learning?
How can girls’ schools lead the way in creating inclusive, culturally responsive classrooms?
How are girls’ schools involved with helping build a more equitable future for all?
What opportunities are available for girls’ schools around the world to collaborate and innovate?