School administrators’ awareness of parental STEM knowledge, strategies to promote STEM knowledge, and student STEM preparation

Abstract

ABSTRACT Background The perceptions K-12 school administrators hold of parental STEM awareness, strategies to promote STEM awareness, and student STEM preparation are critical as these are the individuals who must make significant decisions regarding STEM curricula, STEM programming and funding, and STEM school reform. Purpose The present research study analyzed school administrators’ perceptions of their district’s or school’s parental STEM awareness, strategies to promote STEM awareness, and student STEM preparation. Sample A purposeful sample of 196 Texas administrators provided responses to the STEM Awareness Community Survey (SACS). Design and Methods The research applied a mixed-methods design, including quantitative and qualitative data collected through a questionnaire. Results Findings indicated that 71% of principals and 36% of superintendents believed K-12 parents to be uninformed about STEM (including STEM awareness in general). In particular, K-12 administrators voiced concerns that parents were not aware of: (1) available school related STEM opportunities for their children; (2) the importance of engaging in STEM with their children; and (3) the scope of preparation needed to prepare their children for STEM related careers. Conclusion This study’s findings demonstrate a need for increased STEM awareness among parents of K-12 students and that school administrators lack knowledge regarding strategies to improve STEM awareness and student preparation for and success in STEM careers and college, which has negative implications for STEM teachers, students, and parents.