Getting Started: Outcomes: Benefits to Girls
You may be wondering: How will I know if girls are having an effective leadership experience and are benefiting from the financial literacy and STEM activities in this guide? Each activity in this guide is tied to a specific outcome (noted in the upper right-hand corner on the first page of each activity). Checking the outcomes is like noting road signs on a trip—the signs that let you know you are getting closer to your destination. Similarly, seeing the age-appropriate signs during Girl Scout activities lets you know that girls are achieving the intended outcomes.
As girls practice the financial literacy, STEM, and Take Action concepts within the activities, they are working toward the following National Leadership Outcomes:
- Develop a strong sense of self
- Gain practical life skills
- Seek challenges in the world
- Promote cooperation and team building
- Feel connected to their community
- Become resourceful problem solvers
Girls will achieve these outcomes in various ways. For example, as girls participate in the series of Financial Flair activities, they may set financial goals that they truly believe they can attain. When girls work on their Take Action projects, they will demonstrate independence in thinking through the required components of their action plans, keep themselves on track, and be able to identify people and organizations in their communities to help with some aspect of their project (e.g., obtain editing guidance for media projects).
The accompanying chart provides a few examples of National Leadership Outcomes, their grade-level-specific definitions, and the “signs” that middle school girls are achieving them. However, a girl most likely will not fully achieve the intended benefit of the outcome by participating in only one activity. It is important to note that it is not about a single experience yielding a particular outcome, but rather repeated exposure to activities that are tied to a specific outcome over a period of time throughout Girl Scouting. It is also important to remember that not all girls will demonstrate the same “sign” at the same time. These are indicators only and should not be used to judge girls or their abilities.
For more definitions of the outcomes and their signs, see the following chart.
|National Leadership Outcomes||Grade-Level Specific Definition||Sample "Signs"||Examples of Mix it Up! Outcomes|
|Discover: Girls develop a strong sense of self.||Girls show an increase in self-efficacy.||Girls are able to set personal goals and believe in their ability to achieve them.||Girls identify their strengths and skills as entrepreneurs. (Financial Flair) |
Girls connect their personal skills with career choices. (Financial Flair)
|Discover: Girls gain practical life skills. |
NOTE: This outcome is the primary focus of the majority of Financial Flair and Science and Tech Trek activities.
| Girls have increased confidence in their ability to succeed in math and science. |
Girls think about their financial needs and how they can meet them.
|Girls seek more opportunities to take part in math and science activities. |
Girls make a budget and set savings goals.
|Girls practice memorization and apply it in their daily lives. (Science and Tech Trek) |
Girls experiment with solar energy. (Science and Tech Trek)
|Discover: Girls seek challenges in the world.||Girls recognize the importance of challenging oneself for one’s positive growth.||Girls report how setting challenging goals helped them do better in school.||Girls learn design skills and make paper airplanes from the perspective of improving design technique. (Science and Tech Trek)|
|Connect: Girls promote cooperation and team building.||Girls have a greater understanding of team building.||Girls can list their own criteria for what makes a good team (e.g., clear roles, trust, respect, diversity, etc.).||Girls learn and practice marketing and communications skills. (Financial Flair) |
Girls plan a Take Action Project. (Take Action)
|Connect: Girls feel connected to their communities locally and globally.||Girls gain greater understanding of the importance of community networks for themselves and others.||Girls can describe ways in which their participation in their larger communities supported their personal and leadership goals (e.g., provided safe environment, helped gain skills, etc.).||Girls practice survey methods by polling community members (Science and Tech Trek) |
Girls complete a Take Action Project (Take Action)
|Take Action: Girls are resourceful problem solvers.||Girls are able to create and implement detailed action plans for their projects.||Girls demonstrate independence in thinking through the required components of their action plans (e.g., location of resources, time lines, responsibilities, etc.). |
Girls report being more able to keep themselves “on track,” requesting adult help if needed.
|Girls design a backpack (Science and Tech Trek) |
Girls execute a Take Action Project (Take Action)