Science, Technology, Engineering And Mathematics Degrees Research Articles

Study of gender perspective in STEM degrees and its relationship with video games

At present, even though gender equality is an important matter of public interest, there are still areas in higher education where male presence is overwhelming. We refer to STEM (Science, Technology, Engineering, and Mathematics) studies in general and Computer Engineering in particular where there is only 16% of female presence in Spain. This fact made us think about the reason for this inequality. We attempted to answer such questions by means of a survey filled out by 138 students of STEM university degrees. Thanks to this survey, we have been able to understand the motivations and opinions of the students of STEM degrees regarding gender perspective. Our study highlights the possible influence of computer and video game use on enrollment in STEM degrees. Furthermore, it points out the differences between men and women in computer science skills before they start their studies. The answers provided by the surveyed women showed a correlation between women who play video games and those who get better grades. In addition, women who play video games feel more integrated into STEM degrees. Finally, differences were found in gender perspective between the male and female participants.

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

Stem CEOs and firm digitalization

The personal background of a CEO plays a central role in strategy implementation and business transformation. In this study, we examine the effect of a CEO's STEM (science, technology, engineering, and mathematics) qualifications on corporate digital transformation. Our findings suggest that firms led by CEOs with a STEM background perform better in digital transformation. A CEO possessing STEM degree are better able to discern the value of R&D investment and innovative output efficiency, which facilitates the process from technological innovation to achievements.

STEM education in England: questioning the “leaky pipeline” metaphor

PurposeThe skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.Design/methodology/approachIn this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.FindingsThe authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.Research limitations/implicationsSome aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.Originality/valueIn this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Stem-Skilled Parents and Autism Spectrum Disorder in Offspring: A Case-Control Study

Autism spectrum disorder (ASD) is a neurodevelopment disorder characterised by a range of deficits in two specific domains: social communication and social interaction and repetitive patterns of behaviour. Several studies have explored the link between ASD and STEM (science, technology, engineering and mathematics, or other mathematics-grounded disciplines), but results are still uncertain. Objective of the study was to estimate the potential role of systemising abilities in parents as a risk factor for ASD in the offspring, using the achievement of a degree in STEM disciplines as a proxy characteristic of the exposure. There were 1,316 participants overall. There were 658 incident consecutive cases of definite ASD, diagnosed in a Reference Centre for ASD in Italy, from 2001 to 2020. The main exposure variable was parental education level. The risk of ASD in the offspring associated with the main exposure variable and the exposure covariates (e.g. use of neurotropic drugs during the first trimester of the mother’s pregnancy, perinatal outcomes of participants and/or preterm birth) was studied by using conditional logistic regression analysis. In addition, we carried out a mediation analysis to investigate whether and the extent to which covariates significantly associated with ASD risk mediate the relationship between parental education level and ASD in offspring. A STEM degree in parents was significantly associated with risk of ASD in offspring (OR 1.43, 95% CI 1.03-2.54). Familiarity was weakly associated with the risk of ASD (OR 1.33, 95% CI 1.00-1.66) and is the stronger mediator (PME 28%). Sensitivity analysis did not show deviations related to gender or ASD level. Our study moves in the direction of confirming the risk of occurrence of ASD in the offspring of parents with elevated systemising abilities.

Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion

AbstractReducing rates of degree non‐completion and widening participation in STEM (Science, Technology, Engineering and Mathematics) are key international policy concerns. This paper analyzes open‐ended response survey data from 1886 degree students in England, focusing on the 27% (n = 136/501) STEM and high‐status medicine (STEMM) degree students and 26% (n = 367/1385) non‐STEMM students who expressed concerns that they might not complete their degree. Insights are supplemented with two illustrative longitudinal case studies of young women, interviewed from age 10 to 21, who withdrew from their respective STEM degree courses. Around a quarter of both STEMM and non‐STEMM students expressed concerns that they might not complete and reported similar types of concern, with academic concerns being of prime importance—but particularly so among STEMM students. The percentage of students expressing concerns varied between STEMM disciplines (from 18% of maths students to 37% of computing students) and by student demographics, with women, racially minoritized, and students from less affluent backgrounds appearing most likely to worry that they might not complete. A Bourdieusian lens is employed to interpret patterns in the findings, challenging human capital explanations of non‐completion as due to individual student deficit (“misfits”) with a sociostructural interpretation (“misrecognition”) that draws attention to the role of capital and symbolic violence in shaping differential risks of non‐completion. Calls are made for the value of understanding STEMM student non‐completion as a structural issue, not just individual “unprepared” students who do not “fit” their degree.

STEM students see the value of LinkedIn as a career development tool and continue to use it in the long-term post-assignment

Some empirical case studies provide support for using LinkedIn as a 21st century career development tool; however, little is known about the long-term impact on students’ use of LinkedIn. A LinkedIn assignment was implemented in a third-year subject taken by students in non-specialist science, technology, engineering and mathematics (STEM) degrees. The study aimed to determine: 1) Student use of LinkedIn prior to, and during the four months after the assignment was completed; 2) Student intentions to use LinkedIn as a career development tool in the long-term future; 3) Student perceptions of a LinkedIn assignment and associated employability skills; 4) Changes to students’ LinkedIn profiles and professional connections in the two years following completion of the assignment. Four months after the assignment, students completed an anonymous and voluntary questionnaire comprised of open-ended and Likert-scale questions. Descriptive statistical analysis was conducted on the Likert-scale responses and content analysis was conducted on the open-ended responses. Students’ LinkedIn profiles were analysed upon completion of the assignment and two years post-assignment to determine changes during this time. Students saw value in the assignment and LinkedIn as a career development tool, and many thought they had developed skills in building a connected identity and social network literacy. Students were less confident in their ability to build and engage with professional networks, although they thought this was important. Most students continued to use LinkedIn in the two years post-assignment. In conclusion, a LinkedIn assignment is an effective career development tool for students in non-specialist STEM degrees.

‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education

ABSTRACT This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.

Is science, technology, engineering and mathematics in higher education sexist and racist? All surface, no substance

Scholars have long argued there is systemic injustice within higher education, particularly with regards to ethnic and gender disparity in Science, Technology, Engineering and Mathematics (STEM) education (Race, 2005; Rollock and Gillborn, 2011; Singh, 2011; Gillborn et al., 2016; Arday and Mirza, 2018; Bhopal and Henderson, 2019a; Advance HE, 2021a). In the UK, 35% of STEM students are female, but STEM disciplines are not innocent of bias and a females’ ethnic background poses another hindrance to their academic and career trajectories (Bosworth and Kersley, 2015). Existing studies have highlighted institutional bias towards White male students and applicants, and it is undeniable that there is a myriad of gendered and racial biases, especially in the physical sciences. Using data collected over a two-year period, 69 qualitative interviews were coded and analysed from an England-based University to gain further insights and add to existing literature concerning racism and sexism in STEM degrees. This article argues that the UK is currently experiencing the ‘height of capitalism’, where the value of labour is considerably disproportionate. This can act as a demoralizing force against inclusivity within STEM disciplines. The race and gender gaps, particularly in terms of attainment, are two of the most significant avenues where we see the value of labour diminished, and capitalism pronounced. In addition to racial and gender biases, institutionalised racism and systemic injustices embedded within the higher education system has doubled, if not more, the burdens and barriers women and ethnic minorities in STEM face (Jones, 2019). This paper is not a crusade against corporations, but an investigation into the intersectionality of gender and race in relation to opportunity discrepancy and attainment, to better understand why large discrepancies in inclusivity is more pronounced in STEM disciplines and professions. The research explores the themes of microaggression as a possible explanation for attainment gaps, attitudes towards affirmative action and positive discrimination and the policy’s attempt in mediating systemic injustices through representation , and introspectively unpacks its effects on students’ potential career opportunities in the capitalist labour market.

Analysis of Anxiety, Motivation, and Confidence of STEM Students During the COVID-19 Pandemic

The current COVID-19 pandemic has largely impacted the academic performance of several college students. The present study is concerned with the effects of the COVID-19 pandemic on students pursuing a STEM (science, technology, engineering, and mathematics) degree. We collected weekly survey data (w=9) of students (n=53) taking calculus courses during the COVID-19 pandemic. Using the self-reported survey data, we investigated the temporal variations in the levels of anxiety, motivation, and confidence of STEM students. Studies on temporal changes to math anxiety are scarce. The present work aims to fill this gap by analyzing longitudinal survey data associated with math anxiety. Furthermore, using descriptive and inferential statistical methods such as one-way ANOVA, we analyzed the data with respect to gender and academic level. Our results indicated that male and freshman/sophomore (F/Sp) STEM students had higher levels of increased anxiety due to COVID-19. Female and F/Sp STEM students had higher levels of motivation, whereas junior/senior (J/S) and male students exhibited higher levels of confidence. Time series analysis of the data indicated that the levels of motivation and confidence significantly dropped toward the end of the semester, whereas the level of anxiety increased in all groups. Also, the use of math resources (such as tutoring and supplemental instruction) has significantly reduced during the COVID-19 pandemic.

Developing a future pipeline of applied social researchers through experiential learning: The case of a data fellows programme

This paper presents an innovative model for developing data and statistical literacy in the undergraduate population through an experiential learning model developed in the UK. The national Q-Step (Quantitative Step change) programme (2013–2021) aimed to (i) create a step change in teaching undergraduate social science students quantitative research skills, and (ii) develop a talent pipeline for future careers in applied social research. We focus on a model developed at the University of Manchester, which has created paid work placement projects in industry, for students to practise their data and statistical skills in the workplace. We call these students data fellows. Our findings have informed the development of the undergraduate curriculum and enabled reflection on the skills and software that we teach. Data fellows are graduating into careers in fields that would previously have been difficult to enter without a STEM (Science, Technology, Engineering and Mathematics) degree. 70% of data fellows to date are female, with 25% from disadvantaged backgrounds or under-represented groups. Hence the programme also addresses equality and diversity. The paper documents some of the successes and challenges of the programme and shares insight into non-STEM pipelines into social research careers that require data and statistical literacy, A major advantage of our approach is the development of hybrid data analysts, who are able to bring social science subject expertise to their research as well as data and statistical skills. Focusing on the value of experiential learning to develop quantitative research skills in professional environments, we provoke a discussion about how this activity could not only be sustained but also scaled up.

An analysis of Italian university students\u2019 performance through segmented regression models: gender differences in STEM courses

This paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment

Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM and had lower STEM teaching capacity. Those opportunities to learn in STEM were linked to the widening geographic gaps in STEM academic preparation. Overall, our findings suggest that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.

Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees

AbstractThis is the second paper reporting the results of a study investigating student choices of optional post-16 advanced-level (A-level) Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Here, the opinions of non-mathematics Science, Technology, Engineering and Mathematics (STEM) undergraduate students (all of whom had previously studied A-level Mathematics) were accessed via a survey and individual interviews. The study found that Further Mathematics qualifications are perceived as advantageous for non-mathematics STEM degrees by students once they are at university but not when making A-level choices. While the students often perceived mathematics positively, this appears to influence the choice of A-level Mathematics but not Further Mathematics. The lack of support from teachers and parents, the lack of perceived utility of Further Mathematics qualifications and a perception that Further Mathematics is only useful for studying a mathematics degree could all be factors affecting the uptake of Further Mathematics. The identified perceived impact of Further Mathematics on the university transition is linked to studying more pure mathematics which may give students a better understanding of how to apply mathematics in the context of their degree.Some comparisons between the findings in Parts 1 and 2 of the study are included which suggests that the Further Mathematics qualification is better serving students intending to study a non-mathematics STEM degree rather than mathematics itself.

A Social Media Analytics Framework to Increase Prospective Students’ Interests in STEM and TVET Education

Recently, the promotion of Science, technology, engineering and mathematics (STEM) education has become the highlight due to the shortage in the STEM workforce. Surprisingly, the enrolment rates in STEM degrees are still low in many countries. Social media has been identified as one of the main platforms that can help to increase prospective students’ interest in STEM and also Technical and Vocational Education and Training (TVET) subjects. However, very little research has been done for the higher education institutions in Malaysia in leveraging social media and social media analytics effectively to increase the students’ interests and awareness of STEM and TVET disciplines. Therefore, this paper aims to propose a framework to increase prospective students’ interest in STEM and TVET using social media and big data analytics. The objectives of this study are to explore various social media applications in education and study these applications towards increasing students’ interests and propose a suitable framework for Malaysian higher education institutions. The framework is proposed by following the theory synthesis methodology. Four main components of the framework have been proposed, namely social media, role model or mentoring, massive open online courses and big data analytics. Each component is significant and requires a considerable amount of time to develop. The suggested framework is anticipated to benefit higher education institutions with a significant gain of the number of students, revenues and positive reputations.
 
 Keywords: Social media, Social media analytics, STEM, E-learning, Education

Gendered differences in perceived employability among higher education students in STEM and non-STEM disciplines

ABSTRACT Numerous policy interventions promote gender equity within STEM (Science, Technology, Engineering and Mathematics) higher education enrolments and careers. Despite this, women in many countries continue to be under-represented and encounter barriers to access and career progression. These concerns are often attributed to gendered technical/technological confidence and gendered perceptions of career. Using an online self-assessment tool, this study reports the employability confidence of 12,708 university students. Utilising five employability constructs to assess the confidence of STEM and non-STEM women and men, we found that women in STEM were often more confident than men. Moreover, women in STEM reported higher confidence than women in non-STEM. These novel findings might help inform policies and strategies to attract and retain women in STEM degrees and careers. We emphasise the need to focus on career transition and advancement support given that women are confident whilst studying, yet less likely than men to advance in their careers.

Rewiring the STEM pipeline - a C-B-E framework to female retention

PurposeFemales are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes.Design/methodology/approachThe Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness.FindingsA significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services.Originality/valueThis paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.

A Diverse View of Science to Catalyse Change.

Valuing diversity leads to scientific excellence, the progress of science and most importantly, it is simply the right thing to do. We can value diversity not only in words, but also in actions.

Visual chunking as a strategy for spatial thinking in STEM

Working memory capacity is known to predict the performance of novices and experts on a variety of tasks found in STEM (Science, Technology, Engineering, and Mathematics). A common feature of STEM tasks is that they require the problem solver to encode and transform complex spatial information depicted in disciplinary representations that seemingly exceed the known capacity limits of visuospatial working memory. Understanding these limits and how visuospatial information is encoded and transformed differently by STEM learners presents new avenues for addressing the challenges students face while navigating STEM classes and degree programs. Here, we describe two studies that explore student accuracy at detecting color changes in visual stimuli from the discipline of chemistry. We demonstrate that both naive and novice chemistry students’ encoding of visuospatial information is affected by how information is visually structured in “chunks” prevalent across chemistry representations. In both studies we show that students are more accurate at detecting color changes within chemistry-relevant chunks compared to changes that occur outside of them, but performance was not affected by the dimensionality of the structure (2D vs 3D) or the presence of redundancies in the visual representation. These studies support the hypothesis that strategies for chunking the spatial structure of information may be critical tools for transcending otherwise severely limited visuospatial capacity in the absence of expertise.

Gender stereotypes and incremental beliefs in STEM and non-STEM students in three countries: relationships with performance in cognitive tasks.

Women's underrepresentation in science, technology, engineering and mathematics (STEM) has been linked, among others, to gender stereotypes and ability-related beliefs as well as gender differences in specific cognitive abilities. However, the bulk of studies focused on gender stereotypes related to mathematics. The present study, therefore, aimed to map gender stereotypes and incremental beliefs (i.e., the conviction about modifiability) with respect to a wide range of stereotypical male-favouring and female-favouring abilities. Gender stereotypes and incremental beliefs were assessed with self-report questionnaires in 132 STEM students (65 women) and 124 non-STEM students (73 women) in three European countries ranked in the top, middle, and bottom of the Global Gender Gap Report. Moreover, a mental rotation and a verbal fluency test were completed. Men endorsed male-favouring stereotypes more than women, and women endorsed female-favouring stereotypes more than men, an effect that was most pronounced in the country with the larger gender gap. Male STEM students endorsed male-favouring stereotypes more strongly than male non-STEM and female STEM students. Male non-STEM students endorsed female-favouring stereotypes less than female and male STEM students. Female STEM students reported higher incremental beliefs than female non-STEM students, especially in the country with the lowest gender gap. Men outperformed women, and STEM students outperformed non-STEM in mental rotation, while women outperformed men in verbal fluency. Male STEM students' stronger endorsement of male-favouring stereotypes might reflect genuine group differences, at least in mental rotation. While potentially such gender stereotypes can help creating a "chilly climate" where women in academic STEM degrees are expected to perform poorly, those women believed more in the possibility to change and improve in male-favouring abilities which could help them to overcome the potential negative effect of stereotyping.