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Klappentext: This book provides a roadmap for those embarking on a career in STEM, whether in the research or industry realms. Focusing on paths taken by women, the contributors lend their stories, tips and tricks, and hardships they faced entering into fields historically dominated by men. The authors provide practical advice, highlighting soft skills that are not often taught as modules in the classroom. Topics include research collaborations, performance enhancement, the gender lens in research design and development, imposter syndrome felt by many women in science, ethics in science, scaling feminine leadership, being an influencer as a science leader, and time and resources optimization for career advancement in science from resource-poor settings. Others interested in science and its impacts on society will also find the book informative and timely. As an important part of the Organization for Women in Science in the Developing World (OWSD), University of Port Harcourt Branch Book project, the work hopes to inspire women and men, girls and boys to enter and apply themselves to secure the future in STEM. Provides unique insight into women's experiences, challenges, and accomplishments in STEM, presenting a blueprint for those entering research or industry; Presents information from academia, research, and industry into STEM careers from multidisciplinary perspectives; Beneficial to professionals, researchers, and graduate students looking to hone their skills as STEM champions.

Published by Informa UK Limited, trading as Taylor & Francis Group.Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.

While evidence shows that there are only few reliable differences between boys' and girls' brains relevant to learning or education , society takes these small differences and makes them much bigger, supporting boys' ability in math and science, and discouraging girls who study these subjects. In view of this situation, the EU Parliament encourages all State Members to invest consistently in information, awareness-raising and educational campaigns addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational and professional orientation, notably in science and new technologies. UNESCO, in its turn, highlight the urgent need to combat those stereotypes by training teachers to encourage girls to pursue STEM careers and developing curricula that are gender-sensitive. With this context in mind, FOSTWOM intend to use the inclusive potential of Massive Open Online Courses (MOOCs) to propose STEM subjects free of stereotyping assumptions on gender abilities. This document makes a benchmark on gender balance in STEM education and a diagnosis on STEM barriers implemented with secondary schools and higher education institutions, as a first step in the FOSTWOM project. ; Funded by the Erasmus+ program. Grant number 2019-1-ES01-KA203-065924

The papers aim is to summarize what is currently known regarding Hispanic students in STEM. The authors begin with a summary of pre-college circumstances known to influence Latino/a students decisions to major in STEM as undergraduate students. A synthesis of what is known to date regarding the factors impacting the retention of Hispanic students in STEM fields is then provided. They conclude with key recommendations for research, policy and practice. ; Hispanic Association of Colleges and Universities

This report shows how in order to improve success outcomes in higher education, colleges and universities need to focus on personal relationships as a means to increase retention, recruitment, and transition outcomes and support among all students, particularly for minority males in STEM. In this regard, the strategies, as implemented at the four different sites, suggest student success is highly contingent on supportive institutional contexts and response to students individual backgrounds. ; Association of Public and Land-Grant Universities

In continuing response to the No Child Left Behind (NCLB) Act of 2001, the United States (U.S.) Department of Education releases an annual appropriation of 180 million dollars for Mathematics and Science Partnerships (MSP), whose "overarching goal … is to increase students' achievement in mathematics and science by increasing teachers' content knowledge and pedagogical skills" (Merrill & Daugherty, 2010, 23). In their article, Merrill and Daugherty hail the MSP funded science, technology, engineering and mathematics (STEM) Education and Leadership Program at Illinois State University (ISU) as an example of the direction that many MSP funded STEM programs should take to address the needs of students and teachers. However, as this paper will discuss, the authors seem to ignore some fundamental flaws in the leadership model of U.S. government funded MSP projects, which create issues in initiatives such as ISU's STEM Education and Leadership Program from their outset through preset restrictions and regulations, and this can hinder the intended promotion of STEM careers. ; Education, Faculty of ; Educational Studies (EDST), Department of ; Unreviewed ; Graduate

Science, technology, engineering, and math (STEM) fields have been traditionally entered by men, often establishing women as underrepresented in many of these fields. This research study focuses on participants at a STEM camp for middle- and high-school girls designed to introduce them to technology. The camp was held 4 times over 3 years, with many of the participants from rural areas, underrepresented by race and economic status. Sixty camp attendees completed pre- and post-camp surveys and are referred to as the intervention group. A control group of 200 middle- and high-school girls who did not attend the camp also took the survey. This paper focuses on a subset of the survey results that sought to determine the impact on camp participants in the areas of technology self-efficacy and technology career interest as it related to management information systems (MIS). Analysis of the data collected found a significant difference in MIS self-efficacy between the intervention group and control group but no significant difference in choices of MIS-related careers. Results also include recommended improvements to STEM camp design.

As the academic year got underway, Dr. Kristen Gillespie‐Lynch launched Making Mentors: Enhancing Access to STEM Careers for Autistic Youth through Mentorship Programs and Makerspaces. Gillespie‐Lynch, Associate Professor of Psychology and Director of Project REACH at the College of Staten Island (CSI), is partnering with the Education Development Center (EDC) and New York University's (NYU) Maker Program on this project, which is funded by a $1.3 million grant from the National Science Foundation (NSF).

STEM fields are viewed as being important for global economic development, as well as for the well-being of society. Many factors, including knowledge of future pay and other occupational insights, influence university major selection. This paper reports the findings from an empirical study of diploma, undergraduate, and postgraduate on the relationship between gender equality and university support with students' views on STEM careers, as well as their persistence and attrition in STEM majors. The findings from PLS-SEM analysis shows that gender equality did positively affect students' views on STEM careers and students' persistence in STEM majors. It was also found that gender equality did not affect students' attrition. In contrast, the university support did not positively affect students' views on STEM careers and students' attrition in STEM majors. However, university support was found to positively affect students' persistence in STEM majors. The implications of the findings are that the university can channel its support systems in nurturing the students' skills and knowledge by providing physical and psychosocial support for the students to persist in STEM majors. Hence, encouraging more students to opt for STEM majors is necessary to enhance the global economy so that it can contribute to the well-being not just of the STEM graduates, but the society and nation as well.

The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase "opportunities for young Americans to gain strong STEM skills" (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students' STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students' premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM. ; Ph. D. ; The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase opportunities for young Americans to gain strong STEM skills (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.

This research brief presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau.

This research technical report presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau. From this data, the research team examined veteran participation across 49 distinct STEM occupations, which are grouped into the following five occupational clusters: Engineering, Information Technology and Computer Science, Life and Physical Sciences, Mathematics, and Supervisor/ Management of STEM occupations. Among other analyses, the research team identified year-over-year trends in veteran participation, geographic distribution, and comparisons to non-veterans across all STEM occupations.

This research brief presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau. From this data, the research team examined veteran participation across 49 distinct STEM occupations, which are grouped into the following five occupational clusters: Engineering, Information Technology and Computer Science, Life and Physical Sciences, Mathematics, and Supervisor/ Management of STEM occupations. Among other analyses, the research team identified year-over-year trends in veteran participation, geographic distribution, and comparisons to non-veterans across all STEM occupations.