An analysis of Australian STEM education strategies

In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

Out of School and into STEM: Supporting Girls of Color through Culturally Relevant Enrichment

Increasing the participation of girls of color in the Science Technology Engineering and Mathematics (STEM) is a national concern. Due to the persistence of achievement and opportunity gaps, sustaining positive STEM dispositions in girls of color is critical to diversifying the STEM pipeline. Enrichment activities can serve as a means to address persistent gaps in opportunities to learn. The purpose of this article was to explain how teachers could adapt traditional STEM enrichment activities to support girls of color through culturally relevant instructional practices. The three components of culturally relevant pedagogy are utilized to example how to adapt traditional activities to support girls of color in STEM. Examples are presented to foster (1) academic success, (2) cultural competence, and (3) sociopolitical consciousness in girls of color. Greater opportunities for STEM professional development, especially those that help teachers build upon culturally relevant teaching, are needed for both pre- and in-service teachers who desire to serve as teacher leaders in STEM. Implications and suggestions for teacher leaders are presented throughout.