OLYMPIA SNOWE WOMENS LEADERSHIP INSTITUTE
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Mission Statement
The mission of the Olympia Snowe Women’s Leadership Institute is to elevate the confidence and aspirations of high school girls by helping them build the leadership, collaboration, and problem-solving skills needed to become successful in their lives, families, careers, and communities.
About This Cause
Brief History: The Olympia Snowe Women’s Leadership Institute In 2012 when Senator Olympia Snowe decided to leave elected office, she shifted her attention to find a way to give back to her gender, in her home state of Maine. Struck by the distressing statistics that confirm girls lose confidence at alarming rates as they transition from middle school to high school, the concept of the Institute began to form. Further research documented that youth who had mentors when they were younger were 130% more likely to assume leadership roles in adulthood helped focus the program design. The Institute was formed with the mission to raise the confidence and aspirations of high school girls by helping them develop the skills required to be leaders in their lives, families, careers and communities. The Olympia Snowe Women’s Institute was granted its 501(c)(3) status in 2014 and launched with an inaugural class of 49 Olympia’s Leaders, as student participants are known, in the fall of 2015. The cohort represented the seven schools that serve Androscoggin County—Senator Snowe’s home county. Over the next two years, and continuing today, the Institute has executed an ambitious statewide growth model by adding both new participants per school, and new schools from every county in Maine. The Institute will serve 540 girls from 36 partner public high schools, annually, beginning in the 2019/20 school year. The Need Studies show that between elementary and high school, girls’ self-esteem drops, on average, 3.5 times more than boys’. This drop in female confidence often leads to not trying new things or taking on bigger challenges, dropping out of school activities, and not believing they are good in math or science. Other studies report that as early as middle school, girls are 25% less likely than boys to say they like taking the lead. Even women well into their careers suffer from a lack of confidence. A KPMG study on women’s leadership noted that although 64% of respondents aspire to senior leadership positions, 56% of working women see themselves as being more cautious about moving toward leadership roles, and 59% of all women responded, “I sometimes find it hard to see myself as a leader.” That lack of confidence can be addressed by interacting with other successful women. Respondents in the KPMG study were “twice as likely to feel confident” if they had positive role models when growing up. Finally, of the top ten skills in demand by employers as reported in 2014 by the National Association of Colleges and Employers, the first three most-needed skills are not taught explicitly in the classroom. They are, in descending order: the ability to work in a team structure, the ability to make decisions and solve problems and the ability to communicate verbally with people inside and outside an organization. For the state of Maine to thrive we need to arm the next generation with the skills needed to be successful leaders. Young women will play key roles in our collective success. Population Served The Institute partners with high schools in communities where incremental gains have the power to impact communities. The unfortunate reality in Maine—with the oldest population in the country—is that much of the population faces numerous challenges including high levels of poverty, geographic isolation and lack of economic opportunities. The Institute’s primary objective is to select girls who would most benefit from the support, encouragement and exposure to opportunities the program offers. The Institute collaborates with school administrators to identify girls who demonstrate an interest in learning and education, ability in finding academic success and have unrealized leadership potential. Schools also consider student barriers (unsupportive families, history of familial retention records, and other potential challenges in the student's life) that may impact their awareness of their gifts and talents, and their ability to achieve success and realize their full potential. Olympia’s Leaders: • Represent the culture and diversity of the school’s student body • Represent the socioeconomic diversity of the school • Have leadership potential yet are not stepping naturally into those roles • Are on solid academic and social footing • Likely face external challenges that may hold them back from reaching their potential During the 2018-19 school year, more than 48% of incoming Olympia’s Leaders were eligible for Free and Reduced Lunch. In addition, the diversity of Olympia’s Leaders regularly outpaces that of the state of Maine. Program Design The Institute’s three-year, evidence-based program focuses on the themes My Values (10th grade), My Voice (11th grade), and My Vision (12th grade). There are two major components to the program for Olympia’s Leaders: The Fall Forum and monthly meetings. The Fall Forum is the kick-off of the year’s focus for each class. The primary objective is to bring Olympia’s Leaders from across the state together to connect with one another, Senator Snowe, and accomplished women from across Maine representing various employment sectors, in support of building the girls’ networks, and to introduce the themes for the year in a fun, engaging way. At the fall forum, Senator Snow interacts with each class of girls, shares her personal story and inspires them to reach for their dreams. There could be no finer role model for Maine’s young women. The heart of the program is the monthly meetings during the school year, led by trained advisors, from September through May. In response to Senator Snowe’s experiences in non-traditional roles and data, the Institute has emphasized the connections that participants have with successful women from a wide variety of career paths and life experiences. Training on facilitation prior to the start of the year helps advisors create a safe environment in which each girl can be herself—allowing each participant to move from her comfort zone to her learning zone. The meetings are designed to assist the girls in deepening their understanding of the theme for their grade (Values, Voice and Vision), applying related topics in monthly activities, and checking in on commitments. The Institute provides facilitation notes and any needed technical assistance to advisors for each meeting to help ensure consistent delivery. Between meetings there are reflections or activities required that help participants prepare for the next meeting. Program Outcomes Based on its mission and evidence provided in the research, the Institute has focused its efforts on seven different outcomes critical to developing confidence and aspirations in girls: 1. Mentor/connect: Olympia’s Leaders can mentor others and connect meaningfully with successful and caring women and men. 2. Build new skills/perspectives: Olympia’s Leaders can be active listeners and to keep an open mind to new ideas and different opinions. 3. Self-knowledge: Olympia’s Leaders can understand and embrace who they are, their values, strengths, and passions. 4. Take action/responsibility: Olympia’s Leaders can tackle challenges outside their comfort zone, stand up for what matters to them, and take responsibility for their actions and futures. 5. Appreciate difference: Olympia’s Leaders can appreciate and navigate the difference between themselves and another person or people. 6. Stronger network: Olympia’s Leaders can build and nurture a supportive network that will serve them for years to come. 7. Communication: Olympia’s Leaders can listen, communicate proactively and appropriately, and present their ideas clearly and respectfully. Program Evaluation To demonstrate personal growth among student participants, the Olympia Snowe Women’s Leadership Institute tracks Olympia’s Leaders’ progress towards specific outcomes. Working with a third-party research firm, the organization ensures program participants take a baseline survey on entry to the program, and three, subsequent year-end surveys. Not only does the Institute track progress year-to-year, but also from beginning to end (three school years). Impact: • Among the inaugural class of participants, 100% said the Institute had impacted their understanding of their value system and the program made a difference in their communication skills. • Ninety five percent said the program made a difference in their ability to listen and keep an open mind. • During their junior year, 62% of the girls reported getting involved in new activities, and 57% took on new leadership roles. They continued this in their senior year, with one-third (34%) reporting participation in new activities and one-half (50%) taking on new leadership roles. • By the end of the program, more than 70% of the participants stated that others considered them a mentor; more than a third said five or more people consider them a mentor • By the third year, 100% of the girls said the program made a difference in their confidence. • And 95% said the program made a difference in their leadership abilities. • Ninety five percent of the graduates continued to post-secondary education and training. In the state of Maine, 61% of graduates matriculate to college within one year of high school graduation. Investment The Olympia Snowe Women’s Leadership Institute relies on the financial support of individuals, organizations and foundations for operating funds to keep the program at no cost to its participants and partner schools.