Science, Technology, Engineering And Mathematics Fields Research Articles

Overstaying our welcome: On the rise of women's seniority in the academy

AbstractIssues surrounding gender equality are—and should be—front and centre in the water resources community, and other science, technology, engineering and mathematics (STEM) fields. Very necessarily, the focus tends to be on recruitment, offering support for students and early career academics. The leaky pipeline concept used to describe the incremental loss of women from STEM fields with career duration describes a disproportionate loss of senior women, creating a parallel problem where highly qualified, top tier academics are lost from the system after significant financial and personnel investment by institutions. Ultimately, the leaky pipeline undermines the extensive investment of the hydrology and other STEM communities in equity, diversity, inclusion and accessibility (EDIA) recruitment and retention programmes by cutting short career ambitions and the trajectories of diverse top performing individuals, resulting in no net benefit of EDIA policy investments and a lack of diversity with seniority. Addressing this critical gender gap requires the attention and support of the hydrology community of practice with specific focus on generating opportunities for advancement, confronting systemic and structural biases and improving education around allyship. Institutions and professional organizations need to consciously grow diversity in leadership and recognize and outwardly manage the perception of academic excellence around slow research and education that attracts increased diversity. Supporting allyship, reducing competitiveness among community members and reinforcing collaboration will not only attract, but retain, a higher proportion of diversity in the hydrology community, academia and STEM professions in general. It is time for the water resources (and other STEM) communities to demand broader accountability and recognition of the barriers to women, implement and reward more diverse definitions of research excellence, and offer allyship training to the community of practice at large.

The Soccer-Playing Unicorn – Mitigating Gender Bias in AI-Created STEM Teaching Materials

Artificial Intelligence (AI) tools are increasingly being used in education for various purposes. In particular, AI chatbots such as ChatGPT, with their user-friendly interfaces are being explored in education to co-create teaching materials, provide advice and guidance to educators, simulate classroom scenarios, and offer personalized recommendations to students on how to study and approach subjects. With all the enthusiasm for these new opportunities, one should be aware of the risks due to potential biases in the generated content or the responses. These biases can be associated with factors such as gender, race, religion, or political orientation. As a consequence, educators who are using AI chatbots to (co-)create teaching materials need to have the knowledge and the strategies to mitigate such biases. This paper focuses on one particular type of bias, namely gender bias, and on specific disciplines, namely Science, Technology, Engineering and Mathematics (STEM). Gender bias in STEM education is particularly problematic because it may reinforce existing stereotypes about girls and women in STEM and contribute to their underrepresentation in STEM fields. To raise awareness of these risks of gender bias in AI-co-created STEM teaching materials, this paper identifies risks of gender bias by analysing potential usage patterns of AI chatbots by educators when creating teaching materials. An example of such a risk is if the AI chatbot generates educational materials that primarily portray men as STEM professionals and underrepresent women. This would exacerbate the lack of female role models in STEM. Therefore, strategies are developed that educators can apply to mitigate these risks. These strategies will be demonstrated using practical examples. This will allow them to break the vicious cycle of perpetuating stereotypes in STEM education. In addition, these examples demonstrate how AI chatbots can be used to make STEM education more inclusive, which may include co-creating educational materials tailored to individual interests and learning styles.

The early bird gets the worm: age of entry to STEM-related academic education – gender and SES differences

ABSTRACT Background The transition to adulthood in contemporary industrialized society, which once followed a fairly standard pattern, has undergone many changes in terms of timing and order of events. Today’s emerging adults are as likely as not to postpone their entry to college after high school, withdraw temporarily from studies after enrolling, and switch study tracks as well as colleges or universities. While there may be a risk of inappropriate educational choice for those of younger age due to low career maturity, a substantial ‘price’ may also be paid for delayed entry in terms of several labor market indicators. Purpose The study examines gender and SES differences in the age of entering an academic education in STEM (Science, Technology, Engineering and Mathematics) field in Israel. Sample and methods This research was conducted through an online survey of a representative sample of 313 STEM students. Results The findings show the non-significant effect of SES on the age of entering academic education among young women. In contrast, young men with higher SES were likely to start STEM education earlier compared to their lower SES counterparts. Conclusions In the competitive STEM-oriented labor market with its pronounced preference for younger graduates from academic institutions, low SES men who postponed their entry to academic institutions may thus be ‘punished’ for their relatively older age. Therefore, the timing of entering academic education should not be overlooked in social stratification models and theories. Identifying ‘risk groups’ in relation to postponing vs speeding up factors may provide insights for STEM policy makers and practitioners.

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.

Decoding "University War (대학전쟁)": STEM Education and Cultural Influence

University War (대학전쟁)" presents a captivating intersection of psychological, educational, and cultural dimensions within the context of STEM (Science, Technology, Engineering, and Mathematics) education. The Korean television show phenomenon engages viewers worldwide, transcending cultural boundaries with its gripping narrative of intellectual competition among South Korea's elite universities. Through psychological theories such as Bandura's social learning theory and Deci and Ryan's self-determination theory, the show underscores the significance of academic excellence and the intrinsic motivation driving contestants. Moreover, "University War" promotes critical thinking and problem-solving skills essential for STEM fields, reflecting broader societal attitudes toward education and career aspirations. As educators explore ways to sustain interest in STEM among K-Pop wave culture enthusiasts through initiatives inspired by the series, University War stands as a compelling case study highlighting the transformative potential of popular media in shaping educational outcomes and societal perceptions in the digital age.

Can affirmative action overcome STEM gender inequality in Japan? Expectations and concerns

ABSTRACT Compounding skill shortages from Japan’s shrinking and ageing workforce is low female participation in research and science-related areas. Why do so few women choose to work in science, technology, engineering and mathematics (STEM)? Previous research suggests the influence of gendered images of STEM fields, but do these apply to Japan, and if so, how? We introduce multiple studies that shed light on gendered images and elucidate the roles of those who affect women’s choices and women’s own attitudes. Our findings further suggest that a social climate of inequality affects the gendered images of STEM fields. Finally, we offer a critique of recent quota-based systems for increasing women’s STEM participation in Japan.

The Impact of Gender Stereotypes on the Participation of Women in STEM Fields in Iran

This paper delves into the critical examination of how gender stereotypes impede the participation of women in the STEM (Science, Technology, Engineering, and Mathematics) fields within the socio-cultural context of Iran. Despite significant strides toward achieving gender equality, the remnants of traditional societal and cultural expectations persistently influence the educational pursuits and career choices of Iranian women, particularly in fields traditionally dominated by men. This study seeks to uncover the depth and breadth of gender stereotypes’ impact on women’s engagement with STEM disciplines, a crucial step toward formulating strategies for a more inclusive and equitable STEM environment. The research specifically aims to quantify the prevalence of gender stereotypes and to explore their multifaceted effects on women’s decisions to pursue careers in STEM fields. It further investigates how these stereotypes influence women’s perseverance and success within these disciplines once they have chosen to embark on a STEM career path. By mapping the landscape of gender stereotypes and their tangible impacts on women’s participation in STEM in Iran, this study contributes valuable insights into the barriers women face and proposes targeted interventions to dismantle these obstacles. The findings of this research hold significant implications for policymakers, educators, and STEM industry leaders in Iran and potentially in other similar contexts. By addressing the specific challenges related to gender stereotypes in STEM, this paper paves the way for the development of more supportive educational policies, curricula, and workplace cultures that encourage and sustain women’s participation and advancement in STEM fields.

SUNY Westchester CC receives $3 million NSF grant

As part of its celebration of Hispanic Heritage Month, State University of New York (SUNY) Westchester Community College (WCC) announced it has received a $3 million, five‐year grant from the National Science Foundation (NSF) to increase the recruitment, retention, and graduation rates of students pursuing STEM (science, technology, engineering, and mathematics) fields at Hispanic‐Serving Institutions (HSIs). HSI is a federal designation given to schools that meet various requirements, including at least 25% of enrolled students being of Hispanic background.

Gender equality in science, technology, engineering and mathematics: industrial vis-a-vis academic perspective

The aim of this study is to present the findings of a qualitative study aiming at capturing key stakeholders’ perceptions with regard to: (a) gender equality in academia and the workplace; (b) challenges, needs, and experiences in academia and workplace with regard to gender. This research captures the current situation of gender equality in the fields of Science, Technology, Engineering and Mathematics (STEM) and provides a deep understanding of the needs, challenges and experiences both men and women encounter in academia vis-a-vis the industry. Forty-one interviews were conducted in Cyprus, Greece, Italy, Slovenia, and Spain. Data collected demonstrate a variety of challenges faced by all genders in the workplace and in academia, as well as the need for more concrete actions that will allow for a gender-balanced perspective to be heard in the STEM fields. Implications for practitioners, policymakers and researchers are also provided.

Empowering Tomorrow A Systematic Approach to STEM Education Pedagogy for Achieving Sustainable Development Goals and Students' Conceptual Understanding

The purpose of this research was to compare three different approaches to STEM education in terms of their impact on students' retention of STEM concepts and their ability to apply those concepts in real-world contexts: project-based learning, problem-based learning, and inquiry-based learning. Sixty (60) students in 9th grade made up the study's research sample. A cooperative teacher assisted them in their education. Two groups were formed from the participants. In contrast to the experimental group, which received training based on STEM concepts, the control group received more conventional methods of instruction. A 2x3 factorial design was utilised in the quantitative and experimental studies. We used the conceptual understanding in STEM subjects test (CUSST) to quantify students' grasp of STEM concepts. The study's primary findings indicated that STEM instructional strategies increased students' conceptual comprehension. All three phases of teacher preparation (pre-service, induction, and in-service) should incorporate STEM (science, technology, engineering, and mathematics) instructional practices into the science curriculum and training modules. The incorporation of STEM fields has the potential to enhance science education programmes, methodology, textbooks, and curricula. Stakeholders may be able to use this study as a springboard to investigate current teacher professional development programmes for gaps.

Development and assessment of an applied STEM camp in fashion and entrepreneurship to advance social mobility of high school students

ABSTRACT This study proposes and advocates for applied STEM (science, technology, engineering, and mathematics) education to solve a low interest and retention in STEM college majors among high school students, especially those from underserved backgrounds. Applied STEM emphasises the practical application of STEM concepts and principles to familiar subjects such as fashion and entrepreneurship to increase students’ interest and their intention to pursue college careers in STEM fields. The results demonstrate the effectiveness of an experiential Applied STEM Camp developed in this study and attended by 120 high school students. A series of paired sample t-tests show that participants’ knowledge, interest, and intentions to enrol in a STEM-related college major have increased after the camp. Analysis of participants’ reflections on the camp experiences further supports the statistical results. The research findings are important for recruiting high school students to pursue applied STEM college careers.

Female Language in Popular Science

Abstract Fewer women than men are involved in STEM (Science, Technology, Engineering, and Mathematics) fields and one of the reasons might be a lack of exposure to familiar linguistic structures in reading materials designed to spark interest and to recruit new scientists. Popular science, as a multifaceted genre, creates an accessible kind of exposure to the scientific world that can potentially lead to a career in that field. Considering this potential of the genre and keeping in mind that most popular science is written by men, the present study examined fifteen articles (five written by men, five by women, and five co-written by authors of both genders) for the presence of female language. Female language was differentiated from gendered language (which is tied to female stereotypes) and identified based on the frequency of certain linguistic markers found in texts produced by women. The results demonstrate that women and teams of authors that include women write differently than men do, thus confirming previous investigations into differences in linguistic production between men and women. The study suggests that exposing young women considering a career in science to popular science written by females might be beneficial in cementing their aspirations, as language has a strong connection to self-perceived gender identity.

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

PurposeThis pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.Design/methodology/approachThe authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.FindingsOver 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.Practical implicationsEducational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.Originality/valueThe current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Psychotic and autistic traits among magicians and their relationship with creative beliefs.

There is a common perception that creativity is associated with psychopathology. Previous studies have shown that members of creative groups such as comedians, artists and scientists scores higher than the norm on psychotic traits, and scientists in STEM (science, technology, engineering and mathematics) fields score highly on autistic traits. To test whether magicians, a creative group that has not been studied before, also score highly on psychopathological traits and autism, and to test the associations of creative self-efficacy and creative identity with schizotypal and autistic traits among magicians. A sample of 195 magicians and 233 people from the general population completed measures of schizotypal traits (Oxford-Liverpool Inventory of Feelings and Experiences) and autism (Abridged Version of the Autism-Spectrum Quotient), as well as the Short Scale of Creative Self. Magicians were also compared with other creative groups with respect to schizotypal traits, based on previously published data. Magicians scored lower than the general population sample on three of the four schizophrenia measures (cognitive disorganisation, introvertive anhedonia and impulsive nonconformity) but did not differ with respect to unusual experiences or autism scores. Magicians scored higher on creative self-efficacy and creative personal identity than the general sample. Magicians' scores on schizotypal traits were largely lower than those of other creative groups. Originality of magic was positively correlated with unusual experiences (r = 0.208), creative self-efficacy (r = 0.251) and creative identity (r = 0.362). This is the first study to show a creative group with lower scores than norms on psychotic traits. The results highlight the unique characteristics of magicians and the possible myriad associations between creativity and mental disorders among creative groups.

Promoting Student Success and DE&I in Experiential Education at an HBCU: STEM Lab Internship Programs

Over the past four years, a Howard Hughes Medical Institute (HHMI) Inclusive Excellence grant supported Delaware State University (DSU) to increase student success and foster faculty development in the STEM (Science, Technology, Engineering, and Mathematics) fields. One component of this grant has provided students, particularly early sequence (freshman and sophomores), the opportunity to participate in a lab internship program. This program has provided students with access to vital research experience and removed some of the barriers for student opportunities, particularly for minority and first-generation students, in STEM fields. The internship program is rooted in principles of diversity, equity, and inclusion and is a cost-effective model for increasing experiential opportunities for STEM students. This paper will share the logistics and inclusive parameters of the program, survey data from student and faculty mentors, as well as highlight the benefits of incorporating an early experiential learning opportunity for students in STEM fields. The paper demonstrates the steps to create a low-cost lab program and how future internships experiences can be designed with diversity, equity, and inclusion as core principles.

Pursuing Stem Careers: Challenges of Senior High School Students during Distance Learning

The COVID-19 pandemic required the educational sector to implement countermeasures in order to continue educating students amidst the pandemic, this may have resulted in a gap in the number of people entering the STEM (Science, Technology, Engineering, and Mathematics) field. This study determined the challenges of senior high school students in learning in STEM through distance learning. The respondents were 85 Grade 12 STEM students from the six (6) selected public and private educational institutions in the province of Zambales who were chosen through stratified random sampling. Results revealed that STEM 12 students often encountered challenges in terms of Learning Environment (LEC), Student Isolation (SIC), and Workload, simultaneously, it was noted that they sometimes encountered challenges in terms of Self-Regulation (SRC), Technological Sufficiency (TSC), and Technological Literacy and Competency (TLCC).Statistically significant differences were noted on the challenges encountered by Senior High School Students during distance learning in terms of school and age, but there were no significant differences that were noted regarding the other profile variables. The study suggests that the education sector should create program interventions to address the challenges such as curriculum development, to encourage or institutionalize special training courses in mathematics and science, and to develop learning continuity plans to empower teachers and students.

At the intersection of science, technology, engineering, and mathematics and business management in Canadian higher education: An intentional equity, diversity, and inclusion framework

AbstractIn this study, the authors address the persistent discrimination cis women face in the Canadian science, technology, engineering and mathematics (STEM) higher education context. Pulling on the notion of interrelationships that cross educational faculty boundaries and on intersectionality scholarship to unsettle the structural and disciplinary domains of power, the authors ask, “How can business education and STEM education work together with respect to social considerations, such as gender/race/ethnicity/etc., and social equity and inclusivity, within the Canadian higher education system?” This study aims to build on these interrelationships among diverse, complex individuals who participated in a graduate‐level STEM and business management summer institute to provide an evidence‐based and intentional equity, diversity and inclusion (EDI) framework for STEM higher education contexts. Using a mixed‐methods approach, which saw data collection via a survey instrument and semi‐structured interviews, the subsequent quantitative analysis points to expanding interrelationships to broader areas beyond STEM and business management programs. The close reading of the collected qualitative data, via antenarrative spirals, elevates the participants' complexities beyond focusing “just” on their intersecting identities to looking at their perceptions of STEM fields, the order that ensues and the potential for the undoing of that order. The findings, results, and analyses of these collected data led to an intentional EDI framework, the main contribution of this study, constructed into three main pillars represented by the figure of a tree: the foundational elements (roots) built on individuals' complexities and experiences of Othering, the interrelationships (trunk) possible across various educational and professional dimensions, and a call to structural change initiatives (branches) with the possibility for growth in other areas. This work then contributes to not only filling a significant literature gap and building awareness regarding EDI concerns in STEM contexts via active interrelationship‐building activities but also to unsettling the structural and disciplinary domains of power by embracing a holistic strategy to address systemic discriminatory practices in the Canadian STEM higher education context.

Toward asset-based LatCrit pedagogies in STEM: centering Latine students’ strengths to reimagine STEM teaching and practice

Latine students continue to persist in science, technology, engineering and mathematics (STEM) fields despite the numerous obstacles in place that stifle their academic potential and contributions. Instead of fostering the strengths Latine students possess that help them succeed despite these obstacles, the field of STEM education has traditionally examined these students’ experiences and challenges through a deficit lens. Deficit perspectives posit that any existing disparities in educational outcomes in STEM for Latine students are a product of the students’ lack of interest in STEM fields, poor academic preparation and/or motivation, among other ‘faults.’ In this manner, this deficit approach absolves educators, educational institutions, administrators, and researchers from any responsibility in mediating the disparate outcomes and negates the roles that outdated pedagogical practices, structural racism, discrimination and disciplinary bias have in limiting Latine students’ success in STEM. These deficit-understandings of these inequities are pervasive in all aspects of STEM education, guiding curricular choices, pedagogical approaches, assessment designs, interventions and even how STEM fields define knowledge and success. To counter these harmful constructions, this article discusses how STEM educators can draw on Latino Critical Race Theory (LatCrit) and Community Cultural Wealth (CCW) epistemologies to foster learning ecologies that draw on Latine students’ cultural strengths rather than deficits. To this end, this article introduces LatCrit and CCW frameworks in the context of STEM education, and combines them to propose an asset-based LatCrit pedagogical approach to STEM curriculum design and teaching. It also contributes guiding questions and application examples STEM educators can reference to advance asset-based LatCrit pedagogical approaches that promote justice and equity within STEM classrooms and beyond. Contributing to this underdeveloped line of scholarship in the field of STEM, we apply these critical frames to help educators (re)imagine postsecondary STEM pedagogies and reforms around the wealth of skills, dispositions, and cultural practices that Latine students possess.

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education.

Investigation of factors influencing career choice among STEM undergraduates in Nigeria universities

Shortage of expertise in science, technology, engineering and mathematics (STEM) fields have been reported over the years despite financial and social interventions by government through policies and efforts of stakeholders. Remediating the afore stated requires a retrospection into the factors responsible for learners’ choice and career orientation in STEM. As such, this study investigated undergraduates’ choice of STEM field and career orientation employing descriptive research. Undergraduates’ choice of career questionnaire with interpersonal, intrapersonal and career outcome expectancy components formed the instrument with reliability index of 0.86. Purposive sampling was employed in the selection of 200 undergraduates in STEM related disciplines from public universities in Nigeria. Three research questions were raised to evaluate the extent of agreement and variance to each of the factors while three hypotheses were formulated and tested using one-way ANOVA among undergraduates’ choices. From the findings, career outcome expectancy outclassed both interpersonal and intrapersonal factors as reason for career choice. This study recommends that factors considered in this study have the possibility of impacting how institutional policies, educational leaders, and stakeholders determine the kind of support/intervention expected to buffer career choice among STEM students.