AbstractThis paper explores the range of initiatives offered across Australia to support the attraction, retention and progression of girls and women to science, technology, engineering and mathematics (STEM) studies and careers. A mapping exercise, conducted by the author as part of the development of the Decadal Plan for Women in STEM for the Australian Academy of Science, provided an overview of 337 programmes and initiatives offered nationally, the majority of which were university scholarships. Academia, industry and government are the main providers of these initiatives, with collaborations common between all the different stakeholder groups identified. Of all the initiatives mapped, only seven had publicly facing evaluation data, of which one went beyond self‐reports of satisfaction and enjoyment. The myriad initiatives show a concerted effort to engage girls and women in STEM, but the absence of any meaningful evidence of impact means we simply do not know whether these initiatives are benefiting girls and women and achieving the desired policy outcomes or not.
In this article, we report on an 11-year study that explores approaches to improve student success in college by a five-week summer program in Mathematics and Language Arts for entering freshmen. To recruit students into the program, we invited students accepted at the university and listed as underrepresented and economically disadvantaged (Pell-eligible) by the Office of Institutional Research at California State University, Northridge. The program consisted of all-day Math and English enhancement in mixed ability groups. Results of this program examining Math and English performance at California State University, Northridge showed that students completing the summer programs during the 11-year study period had improved pass rates in Math and English at California State University, Northridge compared with students in a control group who did not participate in the summer program. The results show that intensive pre-college enhancement for entering freshmen can improve student success in college. Student graduation data from the early cohorts (2010, 2011, 2012) were obtained from Institutional Research. The summary results showed that students from the accepted/ attending group had substantially increased GPAs and graduation rates, essentially closing the achievement gap. Increased interest in biomedical research careers was also developed by the program, as demonstrated by a five-fold number of summer enrichment participants entering the PhD, MARC (Minority Access to Research Careers) and RISE (Research Initiative for Scientific Enhancement) programs than students who did not attend summer enrichment. Ethn Dis.2020;30(1):33-40; doi:10.18865/ed.30.1.33
Despite umpteen initiatives undertaken by the government though Ministry of Education (MOE) and Ministry of Science, Technology and Innovation (MOSTI) in Malaysia, the number of students enrolling for Science, Technology Engineering, and Mathematics (STEM) majors in tertiary education keeps declining. This issue is expected to negatively impact Malaysia & rsquo;s economy in the long run. Researchers have traced this problem to two root causes: (1) Decrease in motivation and interest among students to learn Science and Math-related subjects at secondary schools, and (2) Low exposure to STEM in secondary schools due to inadequate integration of science, math, engineering design process and technology in Science and Math instructions. To add to the current body of literature and raise awareness among educational stakeholders, this study reviews some recently conducted studies with two objectives: (1) To explore the current teaching-learning practices that affect students' motivation and interest to pursue STEM, and (2) To make some practical suggestions in terms of instruction and teaching-learning practices to attract more students towards STEM. It is believed that this review will be especially beneficial for Malaysian secondary school teachers and curriculum planners to design STEM projects and lessons using teaching-learning practices that can positively influence more students to pursue tertiary education and careers in STEM.
La escasa representación de mujeres en las titulaciones STEM ha desatado la voz de alarma a nivel social, político, económico y académico. Es por ello que este estudio se plantea analizar el pensamiento femenino que subyace a la construcción de la masculinidad en estas carreras profesionales, así como analizar el significado que las alumnas otorgan a su profesión y el modo en que este puede verse influenciado por su entorno. Para ello, se ha contado con la participación de 13 estudiantes, matriculadas en distintos niveles de varias de estas titulaciones, de la Universidad de Alicante. Todas ellas fueron entrevistadas y sus voces se interpretaron con la ayuda del programa informático AQUAD 7, realizando un análisis de contenido convencional y un análisis sumativo. De los resultados se deduce la escasez de referentes femeninos, así como la existencia de estereotipos y la prevalencia de situaciones de discriminación. De igual modo, prevén que su género supondrá limitaciones para su acceso y desarrollo profesional. En este sentido, el incremento de referentes femeninos así como la deconstrucción de la cultura estereotipada, en torno a estas áreas, se considera fundamental para favorecer la construcción de contextos igualitarios en los que exista un equilibrio en la presencia de hombres y mujeres. ; The scarce women representation in science, technology, engineering and mathematics (STEM) degrees has unleashed the alarm in the social, political, economic and academic level. That is why this study aims to analyse female thinking about the construction of masculinity in their professional careers, as well as explains the meaning they give to their profession and how the environment can influence that meaning. 13 students from different degrees and levels of the University of Alicante participated in the study. They were all interviewed and their contributions were interpreted with the qualitative data analysis software AQUAD 7. A conventional content analysis and a summative analysis were carried out. It can be deduced from the results the shortage of female referents, the existence of stereotypes and the prevalence of situations of discrimination. In this sense, the increase of female referents as well as the deconstruction of the stereotyped culture, around these areas, is considered fundamental to favour the construction of egalitarian contexts in which there can be a balance in men and women presence.
Youths' solutions to local invasive species Educating students about real-world, issues such as local invasive species aims to encourage wider engagement with STEM. Climate change and the COVID-19 pandemic are only two examples of global problems requiring help from STEM professionals. However, there exists a shortage in the STEM workforce(1) and less than 25% of youth show interest in pursuing STEM careers.(2) Researchers and educators alike acknowledge the need to get more students interested in STEM. One response is to showcase real-world issues with tangible solutions. In many schools, students complete labs on topics such as chemical reactions or animal dissection. Although these topics are necessary in addressing real-world issues, they may not always help students recognize issues they can immediately take part in solving.(3)
The present study, grounded in gender schema theory, employed a posttest experimental design to examine how television might influence girls' perceptions of STEM (science, technology, engineering, and mathematics). Girls (6-9 years old) were either exposed to stereotypical or counter-stereotypical STEM female television characters. In a posttest following exposure, girls reported math and science self-efficacy, preference for STEM and stereotypical careers, and perceptions of scientists' gender using the draw-a-scientist procedure. Girls in the stereotype condition reported more interest in stereotypical careers and were more likely to perceive scientists as males than girls in the counter-stereotype STEM condition or a no exposure control. Girls in the counter-stereotype STEM condition did not differ from the no exposure control in any of the dependent variables. Results suggest that onetime exposure to televised stereotypes may activate existing gender schema, but that onetime exposure to televised counter-stereotypes may not have the capacity to alter girls' STEM schema.
Science education and scientific careers represent two crucial themes of applied Social Psychology. In the European context this concern has promoted researches deepening innovative psycho-social methods for Science, Technologies, Engineering, and Math (STEM) disciplines teaching, as well as the scientific careers attractive for European Community's young people. The present work aims to present the main framework project's lines of the European Union's Horizon 2020 research and innovation Program entitled "Exploiting Ubiquitous Computing, Mobile Computing and the Internet ofThings to promote Science Education" (*) (UMI-Sci-Ed) stressing the study perspective on "Ubiquitous Learning, Mobile Learning, Internet of Things" (UMI). Academic organizations (University of Pisa,University of Helsinki, Norwegian University of Science and Technology) and Technological Institutions (CTI, CIT, CUBIT) planned developing extensive capability and efforts in experimental educational practices in which students from higher technical institutes (ITIS) have been involved through active learning in advanced technologies. In a social-constructionism perspective, highlighting the construct of the Community of Practices (Wenger, 1998), the innovative psycho-social and pedagogical approach endorsed through the Umi-Sci-Ed project has been investigated through a "piloting phase" involving students and their teachers (Dzcomputers and telecommunicationsdz and Dzelectronics and roboticsdz curricula). Main results will be presented and discussed sketching-out new perspective on STEM learning processes and education. (***) This presentation is granted by the European Union's Horizon 2020 research and innovation program, undergrant agreement No 710583, H2020-SEAC-2015-1 (RIA) "Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education" "UMI-Sci-Ed".
Es necesario reflexionar sobre la preocupación existente de por qué las mujeres prefieren carreras de tipo Sanitario, Ciencias Sociales o Jurídicas a las carreras STEM, acrónimo de Science, Technology, Engineering and Mathematics. Son varias las cuestiones que debemos plantearnos para entender cuáles son los motivos por los cuales las mujeres prefieren estas carreras a las carreras STEM, entre ellos, se encuentran la cuestión cultural; por otro lado, están los estereotipos establecidos desde el nacimiento, el papel que juega el entorno familiar en el apoyo que puedan encontrar, el que juegan los centros educativos. Resulta fundamental que desde los institutos los orientadores y el profesorado apoyen a las chicas a estudiar aquellas disciplinas; otra cuestión es la falta de referentes femeninos y la visibilidad que se le da a la mujer científica, así como su reconocimiento, incluso la discriminación laboral existente frente a los hombres, o la baja posibilidad de conciliación de la vida laboral y personal en el entorno industrial. Por tanto, es primordial motivar a las adolescentes al fomentar las vocaciones STEM y para ello es necesario establecer políticas encaminadas a impulsar dichas vocaciones, divulgar y dar a conocer mujeres científicas, matemáticas, ingenieras o arquitectas. It is necessary to reflect on the existing concern as to why women prefer careers in Health, Social Sciences or Law to STEM careers, an acronym for Science, Technology, Engineering and Mathematics. There are several questions that we must ask ourselves in order to understand the reasons why women prefer these careers to STEM careers, among them, the cultural question; on the other hand, there are the stereotypes established from birth, the role played by the family environment in the support they can find, the role played by educational centers. It is essential that from the institutes the guidance counselors and teachers support girls to study those disciplines; another issue is the lack of female references and the visibility given to women scientists, as well as their recognition, even the existing labor discrimination against men, or the low possibility of reconciling work and personal life in the industrial environment. Therefore, it is essential to motivate teenage girls by promoting STEM vocations and for this it is necessary to establish policies aimed at promoting such vocations, disseminating and making known women scientists, mathematicians, engineers or architects.
"Smart women have always been able to achieve amazing things, even when the odds were stacked against them. In Wonder Women, author Sam Maggs tells the stories of the brilliant, brainy, and totally rad women in history who broke barriers as scientists, engineers, mathematicians, adventurers, and inventors. Plus, interviews with real-life women in STEM careers, an extensive bibliography, and a guide to women-centric science and technology organizations--all to show the many ways the geeky girls of today can help to build the future"--Jacket
The "leaky pipeline" of women in science, technology, engineering, and mathematics (STEM), which is especially acute for academic mothers, continues to be problematic as women face continuous cycles of barriers and obstacles to advancing further in their fields. The severity and prevalence of the COVID-19 pandemic both highlighted and exacerbated the unique challenges faced by female graduate students, postdocs, research staff, and principal investigators because of lockdowns, quarantines, school closures, lack of external childcare, and heightened family responsibilities, on top of professional responsibilities. This perspective provides recommendations of specific policies and practices that combat stigmas faced by women in STEM and can help them retain their careers. We discuss actions that can be taken to support women within academic institutions, journals, government/federal centers, university-level departments, and individual research groups. These recommendations are based on prior initiatives that have been successful in having a positive impact on gender equity—a central tenet of our postpandemic vision for the STEM workforce.
The demand for increasing participation of grades K-12 students in science, technology, engineering, and mathematics (STEM) education has steadily increased over time. However, the extent to which black students in K-12 gain equitable access toward a quality STEM education and eventual STEM-related careers is primarily a reflection of pecuniary influences, including socioeconomic status (SES) and inequitable educational funding. To this point, the National Science and Technology Council cautioned K-12 educators of the increasing shortage of historically marginalized students, such as black students, in STEM fields and the national and global repercussions for the U.S.A. Through a synthesis of reviewed literature including reviews of empirical studies that explore the dynamics of socioeconomics, race, and policies, and a discussion about what is missing from the literature, this article examines how SES and inequitable funding have slowed efforts toward increased participation of black students in STEM. The study concludes with final thoughts about what could be done to change course.
Abstract We show in a large-scale field experiment that a brief exposure to female role models working in scientific fields affects high school students' perceptions and choices of undergraduate major. The classroom interventions reduced the prevalence of stereotypical views on jobs in science and gender differences in abilities. They also made high-achieving girls in grade 12 more likely to enrol in selective and male-dominated science, technology, engineering and mathematics programs in college. Comparing treatment effects across the 56 role model participants, we find that the most effective interventions are those that improved students' perceptions of science, technology, engineering and mathematics careers without overemphasising women's under-representation in science.
Women in doctoral programs in Science, Technology, Engineering and Math (STEM) leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women's growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.
In: Patsali , S , Pezzoni , M & Visentin , F 2021 ' The impact of research independence on PhD students' careers: Large-scale evidence from France ' UNU-MERIT .
This study investigates the effect of research independence during the PhD period on students' career outcomes. We use a unique and detailed dataset on the French population of STEM PhD students who graduated between 1995 and 2013. To measure research independence, we compare the PhD thesis content with the supervisor's research. We employ advanced neural network text analysis techniques evaluating the similarity between the student's thesis abstract and supervisor's publications during the PhD period. After exploring which characteristics of the PhD training experience and supervisor explain the level of research similarity, we estimate how similarity associates with the likelihood of pursuing a research career. We find that the student thesis's similarity with her supervisor's research work is negatively associated with starting a career in academia and patenting probability. Increasing the PhD-supervisor similarity score by one standard deviation is associated with a 2.1 percentage point decrease in the probability of obtaining an academic position and a 0.57 percentage point decrease in the probability of patenting. However, conditional on starting an academic career, PhD-supervisor similarity is associated with a higher student's productivity after graduation as measured by citations received, network size, and probability of moving to a foreign or US-based affiliation.
