Today we’d like to introduce you to Amanda Chacon
Hi Amanda, thanks for joining us today. We’d love for you to start by introducing yourself.
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 constant 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. But I never stopped wondering what might have been if I had felt welcome in computer science. Today, after obtaining my masters degree and becoming a school librarian, I’ve found a way to rewrite that narrative—not for myself, but for the next generation of girls.
Alright, so let’s dig a little deeper into the story – has it been an easy path overall and if not, what were the challenges you’ve had to overcome?
The journey has never been smooth; but a smooth journey would be one that does not offer opportunities for growth. As a first-generation college student, I launched into my college career with nary an idea of what I was doing, bouncing back and forth between majors with no clear, organized plan.
While I was a college student, I was also a private tutor for the SAT; many of my students told me I would make an excellent classroom teacher, so I began to explore that option. In 2004, I made the leap into the high school English classroom. Grading 180 student essays is challenging enough, but when one factors in all of the extra duties associated with being a teacher, it does become overwhelming and stressful.
After researching other ways to serve students in different capacities, I settled upon library science and began my MLS at Sam Houston State University. However, librarianship is no easy road either; factor in book bannings, low to no budgets, and a large swath of the general public who misunderstand the role of a librarian, and it’s difficult. I hear “it must be nice to read all day” more times than I can count, which is ironic because I absolutely never have a chance to read during my workday!
Thanks for sharing that. So, maybe next you can tell us a bit more about your work?
As an educator, I dedicate myself to ensuring no girl experiences the self-doubt I faced. That’s why I created STEM GEMS, an all-girls STEM club at the elementary level. In this club, we explore STEM through a variety of challenges, from no-tech and low-tech projects to high-tech experiments.
However, 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 for them. One of our guest speakers, Angie, is a jewelry business owner who overcame her own math insecurities to run a successful company. After Angie’s visit, the girls beam with newfound confidence, seeing themselves reflected in her journey. Another notable visit was from Kara Branch, the creator and CEO of Black Girls Do Code. Kara encouraged the girls to continue their work with grit and be not afraid to FAIL, as failing is First Attempt in Learning.
The impact of STEM GEMS is profound. Several students initially joined the club because a friend dragged them along or because they enjoyed spending time with me. By the end of the year, many of those same students applied to our district’s STEM academy. One standout example 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.
Expanding STEM into Programming
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. For example, Storybook STEM combines literature and STEM challenges, allowing students to engage with both critical thinking and creative problem-solving. After reading a story, students tackle hands-on challenges that tie directly into the book’s themes. This approach reinforces literacy skills and introduces STEM in a way that feels approachable and fun.
Another accessible way to bring STEM into the library is through passive programming stations. These simple, self-guided activities set up in common areas encourage students to engage at their own pace. A station might include building challenges with LEGO bricks, simple coding exercises with tools like Scratch, an origami challenge, or design challenges using recycled materials. These activities require minimal setup but significantly spark curiosity and interest in STEM.
Empowering the Next Generation
The theme that emerges from my work is clear: empowering girls, especially those from economically disadvantaged backgrounds and girls of color, to become comfortable and confident leaders in STEM. These young women develop critical thinking, collaboration, and perseverance—skills that serve them in any career they choose.
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.
Do you any memories from childhood that you can share with us?
My favorite childhood memories involves walking on Atlantic Beach, North Carolina, in that dark gray, cool time between dusk and night. The sand releases the heat of the day, the waves are quieter, and the light, what is left of it, sheens off the ocean more mysteriously. My grandmother would love to take me on those dusky beach walks.
Contact Info:
- Website: https://www.amandachacon.com
- Instagram: https://www.instagram.com/openbookamanda/
- LinkedIn: https://www.linkedin.com/in/amanda-chacon
- Twitter: https://x.com/thegoodread
