scholarly journals Theorizing STEM Leadership: Agency, Identity and Community

2021 ◽  
pp. 1-24
Author(s):  
Uma Natarajan ◽  
Aik Ling Tan ◽  
Tang Wee Teo
Keyword(s):  
Sense Of Belonging ◽  
School Leaders ◽  
Educational Reforms ◽  
Integrated Learning ◽  
School Subjects ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics

Abstract STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

2020 ◽  
pp. 153819272097488
Author(s):  
Elvira J. Abrica ◽  
Tonisha B. Lane ◽  
Stephanie Zobac ◽  
Elizabeth Collins
Keyword(s):  
Sense Of Belonging ◽  
Intervention Program ◽  
Qualitative Interviews ◽  
Public University ◽  
Future Research ◽  
Structural Interventions ◽  
Science Technology ◽  
Minority Retention ◽  
Latino Male ◽  
And Mathematics

Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics

2016 ◽  
Vol 15 (3) ◽  
pp. 275-291 ◽  
Author(s):  
Mi-Hwa Park ◽  
Dimiter M Dimitrov ◽  
Lynn G Patterson ◽  
Do-Yong Park
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Teachers ◽  
Teaching Experience ◽  
Teaching Science ◽  
Latent Classes ◽  
Early Childhood Science ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics

The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers’ opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers’ understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics.

scholarly journals Implementation of STEM in Secondary Mathematics Classrooms: Identification of Teachers' Beliefs

2020 ◽  
pp. 1-13
Author(s):  
Onder Koklu, Ph.D. ◽  
Peter PHAN
Keyword(s):  
Stem Education ◽  
Mathematics Teachers ◽  
Secondary Level ◽  
Secondary Mathematics ◽  
Math Teachers ◽  
Mathematics Classrooms ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics ◽  
Online Form

The purpose of this study was to investigate teachers’ beliefs about the implementation of STEM (Science Technology Engineering and Mathematics) approach in secondary (6-12 grades) mathematics classes and identify intervening belief aspects. A questionnaire was developed regarding practicing secondary level mathematics teachers’ beliefs about the implementation of STEM in mathematics classes. An online form of the questionnaire was created and sent to all secondary math teachers in two counties in the state of Florida. Eighty-two were received back from teachers. The results of factor analysis confirmed that items were distributed under five major aspects. Finally, the results of the data analysis disclosed that although most teachers believe that the implementation of STEM education is necessary, some have concerns about the effectiveness of the implementation because of shortages of materials, resources, and equipment needed for implementation of STEM. Another important finding is that teachers don’t have appropriate and sufficient knowledge for the implementation of STEM activities.

scholarly journals Perceptions of Barriers to Career Progression for Academic Women in STEM

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 27
Author(s):  
Christine O’Connell ◽  
Merryn McKinnon
Keyword(s):  
Gender Equity ◽  
Sense Of Belonging ◽  
Career Progression ◽  
Double Standards ◽  
Women In Academia ◽  
Science Technology ◽  
Stem Disciplines ◽  
Key Issues ◽  
And Mathematics ◽  
Equity And Inclusion

Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all negatively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion.

scholarly journals Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland

2020 ◽  
Vol 61 (1) ◽  
pp. 59-78
Author(s):  
Marita Jacob ◽  
Cristina Iannelli ◽  
Adriana Duta ◽  
Emer Smyth
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Gender Gap ◽  
Upper Secondary Education ◽  
School Subjects ◽  
Science Technology ◽  
Upper Secondary ◽  
Subject Choice ◽  
Cross Country ◽  
And Mathematics

This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education admission of having studied specific school subjects. Using datasets of young people from all three countries, our results indicate a stronger mediation of school subjects for Scotland than in Germany and Ireland and a remarkable gender gap in STEM enrollment in all three countries. We conclude that females studying science subjects within upper secondary education appears to be a necessary but not a sufficient condition to ensure gender equality in progression to STEM fields.

Descubriendo mi lugar

2016 ◽  
Vol 10 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Henrietta Williams Pichon
Keyword(s):  
Sense Of Community ◽  
Sense Of Belonging ◽  
Single Institution ◽  
Negative Experiences ◽  
Content Type ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
And Mathematics ◽  
Hispanic Serving ◽  
E Mail

Purpose The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI). Design/methodology/approach This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail. Findings There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community. Research limitations/implications It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region. Originality/value This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

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