scholarly journals Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jessica R. Gladstone ◽  
Andrei Cimpian
Keyword(s):  
Systematic Review ◽  
Student Motivation ◽  
Role Models ◽  
Perceived Competence ◽  
Perceived Similarity ◽  
Review Of The Literature ◽  
Science Technology ◽  
Race Ethnicity ◽  
Key Features ◽  
And Mathematics

AbstractIs exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models’ impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students’ STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics—an important step toward diversifying STEM.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

2016 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Conceptual Framework ◽  
Race And Ethnicity ◽  
Minority Women ◽  
Women In Science ◽  
Review Of The Literature ◽  
Physical Sciences ◽  
Science Technology ◽  
Research Questions ◽  
And Mathematics ◽  
The Many

<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

scholarly journals Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

2017 ◽  
Vol 16 (4) ◽  
pp. es3 ◽  
Author(s):  
Michael Ashley ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Review Of The Literature ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

scholarly journals Perceptions of stereotypes applied to women who publicly communicate their STEM work

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Merryn McKinnon ◽  
Christine O’Connell
Keyword(s):  
Institutional Change ◽  
Role Models ◽  
Stem Fields ◽  
Cultural Backgrounds ◽  
Negative Stereotypes ◽  
Science Technology ◽  
Gender Biases ◽  
Academic Settings ◽  
Predominantly Female ◽  
And Mathematics

AbstractGender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM?

2011 ◽  
Vol 2 (6) ◽  
pp. 656-664 ◽  
Author(s):  
Sapna Cheryan ◽  
John Oliver Siy ◽  
Marissa Vichayapai ◽  
Benjamin J. Drury ◽  
Saenam Kim
Keyword(s):  
Computer Science ◽  
Role Models ◽  
Role Model ◽  
Current Work ◽  
Stem Fields ◽  
Male Role ◽  
Female Role ◽  
Science Technology ◽  
And Mathematics

Women who have not yet entered science, technology, engineering, and mathematics (STEM) fields underestimate how well they will perform in those fields (e.g., Correll, 2001 ; Meece, Parsons, Kaczala, & Goff, 1982). It is commonly assumed that female role models improve women’s beliefs that they can be successful in STEM. The current work tests this assumption. Two experiments varied role model gender and whether role models embody computer science stereotypes. Role model gender had no effect on success beliefs. However, women who interacted with nonstereotypical role models believed they would be more successful in computer science than those who interacted with stereotypical role models. Differences in women’s success beliefs were mediated by their perceived dissimilarity from stereotypical role models. When attempting to convey to women that they can be successful in STEM fields, role model gender may be less important than the extent to which role models embody current STEM stereotypes.

scholarly journals WOMEN’S PARTICIPATION IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM) EDUCATION: A REVIEW OF LITERATURE

2020 ◽  
Vol 6 (3) ◽  
pp. 230-234
Author(s):  
Sadia Sajid ◽  
M Sultana Alam ◽  
Jin Kuan Kok ◽  
Mobashar Rehman
Keyword(s):  
Stem Education ◽  
Role Models ◽  
External Factors ◽  
Review Of Literature ◽  
Stem Fields ◽  
Research Papers ◽  
Science Technology ◽  
Women's Participation ◽  
And Mathematics ◽  
Participation In Higher Education

Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education in Malaysian context. Furthermore, the paper has also highlighted the factors which have been identified by these studies as well as those personal and external factors which have not been studied extensively in Malaysian context. This paper can give readers a novel insight about factors influencing women’s participation in STEM education in Malaysian context  

Real-Life Conundrums in the Struggle for Institutional Transformation

2021 ◽  
Vol 35 (3) ◽  
pp. 300-329
Author(s):  
Julia Mcquillan ◽  
Nestor Hernandez
Keyword(s):  
National Science Foundation ◽  
Real Life ◽  
Institutional Transformation ◽  
Change Processes ◽  
Promising Practices ◽  
Science Technology ◽  
National Science ◽  
Race Ethnicity ◽  
And Mathematics

Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.

scholarly journals O uso dos filmes de ficção científica para o ensino de ciências com enfoque ciência, tecnologia e sociedade: uma revisão sistemática da literatura

2021 ◽  
Vol 5 (1) ◽  
pp. 129-151
Author(s):  
Thaís Mendes Rocha ◽  
Josie Agatha Parrilha da Silva ◽  
Bettina Heerdt
Keyword(s):  
Systematic Review ◽  
Science Fiction ◽  
Science Teaching ◽  
Technology And Society ◽  
Review Of The Literature ◽  
Art And Science ◽  
Movie Theater ◽  
Science Technology ◽  
Science Fiction Films ◽  
Three Components

Resumo: Esta revisão sistemática da literatura teve como objetivo identificar a forma que os filmes de ficção científica (FC) abordam questões do ensino das Ciências e o enfoque Ciência, Tecnologia e Sociedade (CTS). A pesquisa utilizou bancos de dados com os seguintes descritores: “Ensino de Ciências, CTS, Ficção Científica e Cinema”. Os resultados evidenciaram que desde a década de 1980, os filmes de FC são utilizados como recurso metodológico no ensino de Ciências, mas ainda são escassos os estudos que relacionam o CTS com os filmes de FC. Nas quatro pesquisas encontradas, entre 2012 e 2019, a articulação dos três componentes da tríade CTS, raramente ocorre de forma coerente com os referenciais, prevalecendo o realce na ciência, ou em tecnologia e, majoritariamente, na sociedade, sobrelevando as questões socioambientais.Palavras-chave: Ensino de Ciências; Enfoque CTS; Arte e Ciência; Cinema; Filmes de Ficção Científica. The use of scientific fiction films for teaching sciences with a focus on science, technology and society: a systematic review of literatureAbstract: This systematic review of the literature aimed to identify the way that science fiction films (SF) address issues of science teaching and the focus on Science, Technology and Society (STS). The research used databases with the following descriptors: “Science Teaching, STS, Science Fiction and Cinema”. The results showed that, since the 1980s, SF films have been used as a methodological resource in science teaching, but there are still few studies relating STS to SF films. In the four researches found, between 2012 and 2019, the articulation of the three components of the STS triad, rarely occurs in a coherent manner with the references, with emphasis on science or technology and, mainly, on society, prevailing, raising socioenvironmental issues.Keywords: Science teaching; Focus on STS; Art and Science; Movie theater; Science fiction 

Women and Science, Technology, Engineering, and Mathematics (STEM)

2017 ◽  
pp. 766-798
Author(s):  
Shulamit Kahn ◽  
Donna Ginther
Keyword(s):  
Role Models ◽  
Physical Science ◽  
Women In Science ◽  
Stem Fields ◽  
Engineering Economics ◽  
Science Technology ◽  
Women And Science ◽  
Underrepresentation Of Women ◽  
And Mathematics ◽  
Gendered Stereotypes

Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.

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