Rediscovering Our Original Selves

2020 ◽  
pp. 141-171
Author(s):  
Christine Sharon Grant
Keyword(s):  
Strategic Planning ◽  
Women Of Color ◽  
Interpersonal Interactions ◽  
Stem Careers ◽  
Unconscious Bias ◽  
Career Trajectory ◽  
Stem Career

STEM careers are complex, requiring the management, monitoring, and implementation of several different technical and interpersonal interactions. For women of color (WOC), the journey is complex as they are impacted by issues of bias, marginalization, and unconscious bias. Finding opportunities to reflect, rejuvenate, and regenerate requires strategic planning to explore the positive and negative elements in your STEM career box. In this work, the author reflects on a 30 year STEM career, challenging the reader to explore their own career trajectory in the context of a conceptualized STEM success cycle.

scholarly journals Utility-value intervention with parents increases students’ STEM preparation and career pursuit

2017 ◽  
Vol 114 (5) ◽  
pp. 909-914 ◽  
Author(s):  
Christopher S. Rozek ◽  
Ryan C. Svoboda ◽  
Judith M. Harackiewicz ◽  
Chris S. Hulleman ◽  
Janet S. Hyde
Keyword(s):  
United States ◽  
High School ◽  
Science Achievement ◽  
Standardized Test ◽  
The United States ◽  
Long Term Effects ◽  
Stem Careers ◽  
Stem Career ◽  
Career Pursuit ◽  
Mathematics And Science

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

Does More Mean Less?: Interest Surplus and the Gender Gap in STEM Careers

2020 ◽  
Vol 29 (1) ◽  
pp. 76-97 ◽  
Author(s):  
M. Teresa Cardador ◽  
Rodica Ioana Damian ◽  
Justin P. Wiegand
Keyword(s):  
Career Choice ◽  
Gender Gap ◽  
The Body ◽  
Future Research ◽  
Stem Careers ◽  
Data Set ◽  
Policy Makers ◽  
Stem Career ◽  
Career Options ◽  
Math Career

The persistent gender gap in STEM (Science, Technology, Engineering, and Math) career choice represents a perplexing problem for researchers and policy makers alike. We contribute to the body of research on the gender gap in STEM careers by testing a “surplus model” of vocational interests as a predictor of STEM career choice. The model suggests that, controlling for ability, female adolescents with strong STEM-related interest should be less likely to pursue STEM careers when they also have strong interests in other areas, due to wider career options. We tested the surplus model in a large national longitudinal data set and translated the results into differences in annual wages. Our findings illuminate the predictive validity of a surplus model of interests on STEM career choice across gender, provide insight into the gender gap in STEM, and suggest opportunities for future research.

scholarly journals The (STEM)2 Network: a multi-institution, multidisciplinary approach to transforming undergraduate STEM education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jessica Santangelo ◽  
Lawrence Hobbie ◽  
Jacqueline Lee ◽  
Michael Pullin ◽  
Eugenia Villa-Cuesta ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Stem Education ◽  
Professional Growth ◽  
Systems Design ◽  
Higher Education Reform ◽  
Stem Careers ◽  
Effect Change ◽  
Pathways Model ◽  
Stem Career

Abstract Background Transforming the culture of STEM higher education to be more inclusive and help more students reach STEM careers is challenging. Herein, we describe a new model for STEM higher education transformation, the Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM, (STEM)2, “STEM-squared”, Network. The Network embraces a pathways model, as opposed to a pipeline model, to STEM career entry. It is founded upon three strong theoretical frameworks: Communities of Transformation, systems design for organizational change, and emergent outcomes for the diffusion of innovations in STEM education. Currently composed of five institutions—three private 4-year universities and two public community colleges—the Network capitalizes on the close geographic proximity and shared student demographics to effect change across the classroom, disciplinary, institutional, and inter-institutional levels. Results The (STEM)2 Network has increased the extent to which participants feel empowered to be change agents for STEM higher education reform and has increased collaboration across disciplines and institutions. Participants were motivated to join the Network to improve STEM education, to improve the transfer student experience, to collaborate with colleagues across disciplines and institutions, and because they respected the leadership team. Participants continue to engage in the Network because of the collaborations created, opportunities for professional growth, opportunities to improve STEM education, and a sense that the Network is functioning as intended. Conclusion The goal to increase the number and diversity of people entering STEM careers is predicated on transforming the STEM higher education system to embrace a pathways model to a STEM career. The (STEM)2 Network is achieving this by empowering faculty to transform the system from the inside. While the systemic transformation of STEM higher education is challenging, the (STEM)2 Network directly addresses those challenges by bridging disciplinary and institutional silos and leveraging the reward structure of the current system to support faculty as they work to transform this very system.

scholarly journals What makes a successful outreach kit?

2016 ◽  
Vol 14 (2) ◽  
pp. 28
Author(s):  
Anna Johnson ◽  
Callum Mulligan
Keyword(s):  
Young People ◽  
Stem Careers ◽  
Career Option ◽  
Strong Focus ◽  
Stem Career

The research has been carried out in order to create an effective portable maths outreach kit, using readily available sources and collating the information. The report explores the types of outreach and their benefits. Our findings indicate that an outreach session should be interactive with a range of activities. Research also showed that most young people do not see mathematics as a career option so for maths outreach to be effective there should be strong focus on linking the activities to careers. The research highlighted the importance of avoiding stereotypical views regarding gender, age and ethnicity within mathematics and other STEM careers, encouraging young people to consider a STEM career.

scholarly journals STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Tian Luo ◽  
Winnie Wing Mui So ◽  
Zhi Hong Wan ◽  
Wai Chin Li
Keyword(s):  
Stem Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Outcome Expectations ◽  
Sixth Grade ◽  
Stem Careers ◽  
Career Interest ◽  
Stem Career ◽  
And Mathematics ◽  
Stem Career Interest

Abstract Background Nurturing students’ interest in science, technology, engineering, and mathematics (STEM) careers is a major goal of STEM education. Although the relationship between students’ stereotypical beliefs regarding STEM careers and their career interest can be reasonably hypothesized, research investigating the extent to which and how students’ STEM career interest is directly or indirectly influenced by their stereotypical beliefs is lacking. This study investigated how upper primary students’ stereotypical beliefs regarding STEM careers predicted their STEM self-efficacy and STEM career-related outcome expectations and how these constructs predicted their STEM career interest. Structural equation modelling was used to analyse quantitative survey data of 824 fourth- to sixth-grade students and test the hypothesized models. Results Students’ stereotypical beliefs regarding STEM careers negatively predicted their self-efficacy in STEM activities and career-related outcome expectations. Additionally, the students’ self-efficacy in STEM activities and career-related outcome expectations in turn predicted their STEM career interest. Conclusions These results explain the potential indirect effect of STEM stereotypes on students’ career interest through self-efficacy and outcome expectations. The findings highlight the significant role of STEM stereotypes, self-efficacy in STEM activities, and career-related outcome expectations in students’ career development. The implications of this study for STEM education are also discussed.

Improving STEM Career Aspirations in Underrepresented Populations

2019 ◽  
pp. 208-237
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Logan R. Caldwell
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
Career Aspirations ◽  
The United States ◽  
Professional School ◽  
Urban Teachers ◽  
Stem Careers ◽  
Underrepresented Populations ◽  
Stem Career ◽  
Stem Career Aspirations

The United States preK-12 educational system is uniquely positioned to assist elementary students, especially girls and minorities, in experiencing achievement and developing a self-efficacy in STEM, and consequently producing students who pursue STEM degrees in college and STEM careers. Thus, this chapter uses Gottfredson's Theory of Circumscription and Compromise and Bandura's concept of self-efficacy to identify barriers to STEM career aspirations that girls and minorities face in urban settings. These theories and research are also used to identify strategies for urban teachers and professional school counselors to improve elementary girls and minorities' STEM career aspiration.

Improving STEM Career Aspirations in Underrepresented Populations

2021 ◽  
pp. 230-251
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Logan R. Caldwell
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
Career Aspirations ◽  
The United States ◽  
Professional School ◽  
Urban Teachers ◽  
Stem Careers ◽  
Underrepresented Populations ◽  
Stem Career ◽  
Stem Career Aspirations

The United States preK-12 educational system is uniquely positioned to assist elementary students, especially girls and minorities, in experiencing achievement and developing a self-efficacy in STEM, and consequently producing students who pursue STEM degrees in college and STEM careers. Thus, this chapter uses Gottfredson's Theory of Circumscription and Compromise and Bandura's concept of self-efficacy to identify barriers to STEM career aspirations that girls and minorities face in urban settings. These theories and research are also used to identify strategies for urban teachers and professional school counselors to improve elementary girls and minorities' STEM career aspiration.

The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students

2020 ◽  
Vol 122 (2) ◽  
pp. 1-26
Author(s):  
Elysa N. Corin ◽  
Gerhard Sonnert ◽  
Philip M. Sadler
Keyword(s):  
High School ◽  
High School Students ◽  
Research Design ◽  
Dual Enrollment ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Stem Career ◽  
K 12 ◽  
Stem Career Interest

Background/Context The United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course offerings and graduate students who are better prepared to continue, and are interested in continuing, their education in STEM. Purpose/Objective/Research Question/Focus of Study This study investigated changes in students’ reported interest in STEM careers after taking a dual enrollment STEM course. We address the following questions: (1) Are high school students who take one or more STEM dual enrollment courses more likely than their peers to report an interest in STEM careers by the end of high school? (2) Is dual enrollment STEM course-taking more effective than Advanced Placement STEM course-taking in increasing student interest in STEM careers by the end of high school? Research Design A quasi-experimental research design was used in this work, with propensity weights employed to account for group self-selection effects post hoc. Data were collected through a national survey of college students (N = 14,114) who provided information about their K–12 experiences. Findings/Results After controlling for demographic, academic, and background characteristics, particularly prior interest in a STEM career, the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared with peers who did not. Students who took both dual enrollment and AP STEM courses had 2.1 times the odds of their nonparticipating peers to report an interest in STEM careers. Results show that the STEM dual enrollment intervention is equally effective for students of all demographic backgrounds. Conclusions/Recommendations This study is the first to examine the link between dual enrollment and career interest, revealing an additional avenue through which students may be encouraged to pursue STEM careers. Dual enrollment is a promising intervention to increase STEM career interest among all high school students, including students of different genders, races, socioeconomic status (as measured by highest parental education level), and academic achievement (as measured by math SAT score). The policy implications for this work are that dual enrollment programs should be vigorously implemented and promoted in an effort to increase the number of students, especially students from underrepresented groups, who graduate from high school with an interest in a STEM career.

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