Today@Sam Article

Heritage Magazine: Alumna Reflection - Inspiring the Next Generation

July 25, 2025
SHSU Media Contact: Campbell Atkins

The following article appeared in the Spring 2025 publication of Sam Houston State University's Heritage Magazine: Innovation in Education. 

By Amanda Chacon, MLS

The year was 1998. Titanic dominated the box office; boy bands ruled the airwaves and the internet was the Wild West of innovation. Four years earlier, my family had acquired our first computer, and I was instantly hooked. At just 14 years old, I fell in love with tinkering—upgrading hardware, teaching myself to code and learning how software worked. By the time I graduated high school, I was confident: computer science was my future.

But college quickly introduced me to a harsh reality. Computer science in the late 1990s was very much a boys’ club. I was often the only woman in my classes, and both professors and classmates treated me differently—like I wasn’t capable of understanding the material. One moment stands out vividly: I visited a local store to buy parts to build my own computer. The young man helping me repeatedly suggested I purchase a pre-built system because “building computers is really hard.”

Despite my enthusiasm and aptitude, the gatekeeping and microaggressions wore me down. I changed my major to biology and then to English, searching for a space where I felt more supported.

Today, as a school librarian, I’ve found a way to rewrite that narrative—not for myself, but for the next generation of girls. That’s why I created STEM GEMS, an all-girls STEM club at the elementary level. We explore STEM through a variety of challenges, from no-tech and low-tech projects to high-tech experiments.

STEM GEMS isn’t just about science and technology; it’s about creating a safe, supportive environment where girls can see themselves as capable problem-solvers and innovators. We invite female STEM professionals to share their stories, showing our students what is possible.

The impact of STEM GEMS is profound. Several students initially joined the club because a friend dragged them along or they just enjoyed spending time with me. By the end of the year, many of those students applied to our district’s STEM academy. One standout is Renata, a student from one of my first cohorts. She’s now a senior in high school, still in the STEM academy, and plans to major in computer science. Knowing I helped spark that interest is one of my proudest achievements.

Integrating STEM into programming doesn’t involve elaborate or complex projects. Librarians can start small, weaving STEM concepts into everyday activities and building students’ confidence step by step.

The theme that emerges from my work is clear: empowering girls, to become comfortable and confident leaders in STEM. As school librarians, we are uniquely positioned to lead this charge. We’re not just custodians of books; we’re cultivators of curiosity and innovation. By integrating STEM into our programming, we inspire students and create holistic impacts on the broader computer science and STEM communities within our schools.

I’m a proud graduate of Sam Houston State University’s Master of Library Science program, and I firmly believe that librarians have the power to shape the future of STEM education. Let’s build spaces where young girls explore, experiment and excel in STEM fields without fear of judgment or exclusion. Together, we can ensure that all girls—whether in 1998 or 2028—feel like they belong.

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