Science Enrollment Research Articles

Gender Inequality in STEM Education in Pakistan: A Case Study of Female Students

Emphasis on STEM education has gained the attention of activists to promote gender equality in the education field in the last few years. The objectives of the present research paper are: Why is there a need to address gender inequalities in STEM education in Pakistan? The second objective of the research is to highlight the obstacles that restrict women’s access to STEM education in Pakistan. This research is qualitative in nature and based on the interviews of students enrolled in the faculty of humanities at the BS level in AIOU. Research gives directions to policymakers on how to increase women’s enrollment in science, technology, engineering, and mathematics (STEM).

Indiana High School’s Computer Science Enrollment and Disparity Indices: On Gender, Ethnicity, Locale, and Economic Status

This study analyzed the longitudinal data of Indiana high school students’ Computer Science (CS) enrollments from 2014 to 2020. The result showed while Indiana CS enrollments have increased in recent years, gaps in participation by minoritized student populations have still been observed. The CS enrollment rates in terms of different student populations including gender, ethnicities, locales, and economic status have been increasing, and the disparities according to these demographic profiles have been somewhat alleviated. However, the degrees of inequity varied by classification. Female underrepresentation was found to be largest followed by rural and town residents, then economically disadvantaged, and then ethnic minorities in CS education (Black, Hispanic, and Multiracial). These findings indicate where our future efforts should be concentrated.

Summer bridge program characteristics and outcomes at institutions within the southeastern region of the United States

BackgroundIn response to the effort to increase minority enrollment in college science, technology, engineering, and mathematics (STEM) majors, STEM summer bridge programs were created to help minorities with the transition from high school to college with the long-term goal of increasing the diversity of professionals in STEM. The goal of this research is to collect and examine STEM summer bridge program information for institutions in the southeastern region of the United States. The institutions chosen for review have obtained accreditation from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The states include Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia.ResultsThis study conducted a manual search via institution websites that resulted 107 non-STEM and 77 STEM summer bridge programs that have published reports as well as those who have not published reports to the extent that the information is documented and available. A survey was sent to collect information such as individual program characteristics and program goals. There were 25 non-STEM and 28 STEM summer bridge program respondents. The responses of program goals to the specific programs were compared to manual search results.ConclusionsThe results show a need for more published reports for summer bridge programs, especially ones that target incoming freshmen in the STEM majors. Comparing the program goals from the survey and the manual search resulted in inconsistencies. This can be implied that the summer bridge program websites need to be more explicit program goals and be kept up to date. By doing this, applicants can interpret the benefits of participating in the summer bridge program.

Pushing-in single-sex schools for enrichment of both enrolment and gender equity in STEM careers

BackgroundQuality education has been emphasized by the world Sustainable Development Goal 4 (SDG4) of the 17 goals the world set to achieve by 2030. According to the twenty-first century skills, quality education obliges to equip learners to compete in the twenty-first century job market. In addition to enriching enrolment in science, technology, engineering and mathematics (STEM), leveraging of gender equity is indispensable.ObjectivesThis study revealed and processed data to guide education policy maker’s decisions that could ensure quality education. Thus, the study shall lead to shape educational practices leading to achieve SDG4 timelines.MethodologyThe authors studied results of the Certificate of Secondary Education Examination (CSEE) of 52 coeducations and six single-sex secondary schools in Mbeya city. Out of 52 co-education secondary schools, the researchers selected the best six secondary schools in performance and compared those to the six single-sex secondary schools.ResultsThe study revealed that, the six single-sex schools outperformed co-education schools. In addition, single-sex schools were richer of girls’ enrolment than coeducation schools in STEM education. Although, coeducation schools leveraged gender equity in STEM performance, but there was an acute drop of number of number of girls in coeducation schools.ConclusionThis study calls for awareness and seek for more insights into the acute girl’s school dropouts in best-performing coeducation schools, review of educational policies so that the world achieves SDG4 by 2030. Therefore, the study wide-opens that though challenged by many, single-sex schools are decent and remains an addition to achieve the SDG4.

Improving the quality of Cambodian higher education: Key challenges and suggestions

Higher education is one of the main drivers of economic development. Due to its significant roles, many countries, including Cambodia, have invested in developing their higher education subsector. For over two decades since 1997, Cambodia has experienced a high increase in the number of higher education institutions (HEIs). Despite the rapid institutional expansion, there are many issues impeding the quality of Cambodian higher education. Drawing on secondary sources and the authors’ extensive experience and knowledge of the subsector, this article tries to investigate and explain some of the factors affecting the quality of higher education in Cambodia. The article focuses on several issues, including political interference, fragmented governance structures, ineffective ministerial policy implementation, fragmented institutional management, limited quality of teaching personnel, low academic salaries, business-oriented higher education, and issues concerning curriculum and academic programs. The article offers some suggestions to address these challenges. Key suggestions include (a) limiting political interference in appointing top university leaders, (b) setting up effective and independent higher education quality assurance bodies, (c) creating a term limit for top university leadership roles, (d) establishing a meritocracy-based policy for university leader appointments, (e) making academic salaries comparable to those of other similar professions, (f) developing policies on minimum tuition fees and student loan programs, and (g) introducing mechanisms to improve curricula and promote enrollments in science, technology, engineering, and mathematics (STEM) majors. The article concludes with suggestions for future research.

Current Experiences and Factors of Future Enrollment in Computer Science for High School Students

Current Experiences and Factors of Future Enrollment in Computer Science for High School Students

Improving Student Access to and Teacher Training for Advanced Placement

The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) program trains teachers to prepare students for college with rigorous math, science, and English coursework using the College Board Advanced Placement Program®. The program's goals are to increase enrollment in math, science, and English Advanced Placement® courses, and increase the number of qualifying scores on AP® exams; subsequently, improved performance in these exams should lead to better postsecondary outcomes. We use comparative interrupted time series models to compare program schools and matched comparison schools and find that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to matched comparison schools.

Exploring the ideational explanation for pro-immigrant sentiment: evidence from a South Korean survey

A consistent finding in the public opinion literature shows that individuals who attain higher levels of education are more likely to express pro-immigrant attitudes. The ideational hypothesis suggests that ideas learned during formal education drive this empirical relationship. In this article, we develop this hypothesis further by asking, "What types of ideas socialize pro-immigrant attitudes?" We argue that exposure to social theories during higher education promotes social inclusivity and tolerance, leading to positive views toward immigrants. This article draws theoretical insights from attitudinal-based theories of immigrant sentiment to construct a mediation model linking ideas from the classroom to attitudes toward immigrants. Using original data from a population-based survey in South Korea, we examine the relationship between respondents’ prior enrollment in different academic courses and their attitudes toward immigrants. We measure exposure to social theories as enrollment in social science and arts & humanities and find that only social science courses are positively associated with pro-immigrant attitudes. We also examine whether enrollment exhibits indirect effects via previously identified attitudinal determinants of immigrant sentiment. Results from our mediation analysis show that enrollment in social science courses is associated with stronger cosmopolitan views and negatively correlates with isolationist attitudes. In contrast, we find that enrollments in courses unrelated to social theories, like math & science and engineering, are not statistically significant predictors of immigrant attitudes. We interpret our results as observational evidence consistent with ideational-based explanations for pro-immigrant attitudes.

STEM Education in Malaysia: An Organisational Development Approach?

A new breath has taken place to re-position STEM education based on its importance in providing a skilled STEM workforce, which is crucial for Malaysia. The Ministry of Education (MoE) and the Ministry of Science, Technology, and Innovation (MOSTI) have launched strategic plans to boost students’ enrolment in Science, Technology, Engineering, and Mathematics (STEM) to develop a STEM-literate society and high-quality and sufficient workforce in Malaysia. Institut Aminuddin Baki (IAB), the leadership training centre in MoE, collaborate with Curriculum Development Division (BPK) have piloted a Science, Technology, Engineering, and Mathematics Executive Consultation (STEMEC) project under the Malaysia Educational Blueprint 2013-2025 (MEB) Initiative #49 in 2019. The project aims to strengthen integrated STEM Education in 32 primary and secondary schools by providing pupils with continuous meaningful STEM learning experiences. The STEMEC conceptual framework is grounded in the organisation development approach to develop model STEM schools that others can benchmark on holistically implementing integrated STEM education. In addition, the pilot project introduced an instrument that can assist schools in planning, implementing and accessing integrated STEM education, which impacts their strategically crafted integrative learning experiences.

Elementary school students’ interests and attitudes towards biology and physics

ABSTRACT Despite improvements in female science enrolment, the gender gap remains in some disciplines. This study examines whether elementary school students (N = 1012, third to sixth graders) display gender-stereotypical interest in learning biology and physics content and how this affects their attitudes towards school science. K-means cluster analysis revealed four interest profiles that resemble career enrolment patterns, with slightly more girls in profiles of high interest in biology over physics (biology interest) and low interest in both disciplines (disinterested), and more boys in high interest in physics over biology (physics interest) and high interest in both disciplines (interested). Students in the interested profile had more positive attitudes towards school science than those in the other profiles. These findings suggest gender segregation in science may be shaped before students make career decisions, calling for attitude-based, gender-inclusive educational interventions from elementary grades.

Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach

Researchers have noted a persistent decline in Australian students’ participation in senior science in secondary school (Year 12). Aboriginal and Torres Strait Islander (Indigenous) students are significantly less likely to continue with science, in part because western science and the present science curriculum have ignored and delegitimized Indigenous knowledges and cultures as “unempirical.” Moreover, Indigenous students who sit at multiple marginalized science identities (i.e., girls, low socio-economic background) may be less likely to continue with science. Drawing on expectancy value theory and considering intersectional identity, this study examined the extent to which Indigenous students’ science self-efficacy, intrinsic value, and utility value predicted their Y12 science enrolment and science subject selection, and if these associations were moderated by gender or socio-economic status. Multi-class logistic regression and multi-group path analysis were conducted with n = 334 Indigenous students and n = 2,801 non-Indigenous students. Utility value predicted Y12 participation and self-efficacy predicted science subject selection for Indigenous students. Socio-economic status was a significant moderator. Findings suggest that particular attention should be paid to these factors to better support Indigenous students in science.

Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents

Gender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.

Impact of Socio-Economic Factors on Female Students’ Enrollments in Science, Technology, Engineering and Mathematics and Workplace Challenges in Bangladesh

There is nearly equal number of male and female student enrollments in primary and secondary level of education in Bangladesh, but at the tertiary level and at the job sector, a sharp drop in the number of women is observed. This paper explores the current status of female students’ enrollment in science, technology, engineering, and mathematics (STEM) at the tertiary education system in Bangladesh. It is followed by explorations of challenges women face in technical workplace. Quantitative data for the paper come from more than 1.18 million students at tertiary level from eight public and private universities for three academic years from 2018 to 2020. In addition, a qualitative study was conducted with 48 participants in pre- and during COVID-19 eras to understand barriers hampering women in STEM-related education and jobs. The paper provides a guideline for future policies to ensure inclusive space for growth and retention for women in STEM.

Factors impacting COVID-19 vaccination intention among medical students

ABSTRACT Medical students represent a significant part of the health-care community and are active members of the coronavirus disease 2019 (COVID-19) response. This study aimed to evaluate various factors associated with COVID-19 vaccine intention among medical students via an online anonymous survey. A total of 370 students completed the online survey, with 229 (61.89%) not vaccinated for COVID-19. Of students not yet vaccinated, 45 (19.65%) were unsure or did not intend to accept the vaccine, while 184 (80.35%) intend to be vaccinated within 6 months. Overall, female gender, health status, clinical science enrollment, and the practice of COVID-19 preventative behaviors significantly correlated with the intention to be vaccinated within 6 months. Greater perceived risk for contracting COVID-19, lesser beliefs that the COVID-19 vaccination trials were rushed, and greater beliefs that being vaccinated would help complete their medical education were uniquely associated with the intention to be vaccinated within 6 months. Collectively, this study identified several factors that influenced medical students' intention to receive the COVID-19 vaccination. This information may be used in future immunization strategies to increase the vaccination rates among this group of future medical professionals.

Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

BackgroundIn this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates.ResultsWe find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years.ConclusionsWe conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

Primary Science Education in Australian Universities: An Overview of Context and Practice.

Stagnating test scores, underwhelming student scientific literacy and declines in post-compulsory science enrolment are major issues in Australian science education. Universities are central in improving science education, as a relatively small group of 33 higher education providers can directly influence generations of primary teachers responsible for foundational science learning. Since this is a major review of primary science practice at Australian universities, factors including, but not limited to, changing employment conditions, shifts in study modes and an ever-expanding research literature base need to be considered in a more contemporary review. This paper aims to describe the reported primary science practices, challenges and strengths of Australian teacher education programs through semi-structured interviews and online surveys with 17 academics and analyses of public materials on university websites. Thematic analyses reveal noteworthy diversity in approaches, united by authenticity and student-centred learning. Key strengths included robustness of educational approaches, relevance and teaching team compositions. Key challenges included time, external pressures, resources and student capacity. These nuanced findings will be discussed as they relate to teaching and research.

Considering the Effects of Computer Scientist Stereotypes on Mental Health

As enrollment in computer science (CS) programs increases and technical jobs become more available, the mental health of computer scientists and engineers requires wider discussion. Mental health constitutes of emotional, social, and psychological well-being, affecting how a person thinks, feels, and acts. Addressing issues surrounding mental health is critical in ensuring one's happiness, productivity, and, ultimately, safety.

Investigating Attitude, Subject Enrollment, and Achievement in Science before Investing in Higher Education: A Comparison of Universities and Non-University Institutions

Investigating Attitude, Subject Enrollment, and Achievement in Science before Investing in Higher Education: A Comparison of Universities and Non-University Institutions

Bottlenecks in Expanding Science and Technology Education in Nepal: An Exploratory Study

Higher education and research for socioeconomic development are well recognized in developed and developing countries. Studies have shown that a high participation rate in higher education with a high share of Science, Technology, Engineering, and Mathematics (STEM) education is critical for competitiveness in the global market. Nepal would not fulfill people’s aspirations for prosperity by perpetuating the status quo scenario of the education system. This study aimed at exploring and assessing the factors influencing science and technology education in Nepal and tried to assess the current status of science education and critically examine the factors affecting the development of science education in Nepal. The study used both primary and secondary data. The primary source of data is from interviews, observations, focused group discussions, and semistructured questionnaires. Secondary data were collected from National Examination Board, universities, colleges, and campuses. The study found a decreasing trend of student enrollment in science and technology (S&T) education in Nepal. In addition, the results revealed a decreasing trend of women students, so it should be taken as a matter of concern. Some key bottlenecks identified were insufficient and broken physical infrastructures (classrooms, laboratories, and libraries); inadequate and incapable human resources; and improper management practices. However, the study results show positive perceptions of society towards S&T education in Nepal. The study recommends developing modern infrastructures, building human resources, and improving management practices for better S&T education.

Trends of Students’ Participation in Science and Technology Bachelor Degree Programmes in Public Universities, Kenya

Despite the government commitment to the implementation of admission policies targeting increasing the proportion of all students studying science-related programmes at Bachelors’ level, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to explore the gaps which existed in the stated government policies designed to guide admission to science and technology bachelor’s degree programmes and their actual practice during implementation. The study employed descriptive survey design and purposive sampling technique to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars. Documentary analysis and interview schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs. It was established that enrolment stood at 41%, graduation at 23% and Universities had prioritized 55.2% of their programmes in the same area. The study concludes that Universities should balance enrolment in science and technology and non-sciences and programmes have to be clearly aligned to the developmental needs of the country.