STEM Professionals Research Articles

Sure you are ready? Gendered arguments in recruitment for high-status positions in male-dominated fields.

Recruitment contexts such as STEM professorships promote clearly defined selection criteria and objective assessment. We illuminate in these contexts, the subjective interpretation of seemingly objective criteria and gendered arguments in discussions of applicants. Additionally, we explore gender bias despite comparable applicant profiles investigating how specific success factors lead to selection recommendations for male and female applicants. Implementing a mixed methods approach, we aim to highlight the influence of heuristics, stereotyping, and signaling in applicant assessments. We interviewed 45 STEM professors. They answered qualitative open-ended interview questions, and evaluated hypothetical applicant profiles, qualitatively and quantitatively. The applicant profiles enabled a conjoint experiment with different applicant attributes varied across the profiles (i.e., publications, willingness to cooperate, network recommendation, and applicant gender), the interviewees indicating scores of selection recommendation while thinking aloud. Our findings reveal gendered arguments, i.e., questioning women potentially fueled by a perception of women's exceptional status and perceived self-questioning of women. Furthermore, they point to gender-independent and gender-dependent success patterns, thereby to potential success factors particularly for female applicants. We contextualize and interpret our quantitative findings in light of professors' qualitative statements.

The effect of the Covid-19 pandemic on STEM faculty: Productivity and work-life balance.

The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.

Research trends in international science, technology, engineering, and mathematics education conference series: An analysis of a decade of proceedings

This paper reports on the results of a descriptive analysis of 675 publications included in the proceedings of five editions of the International Science, Technology, Engineering, and Mathematics in Education Conferences held in Australia, Canada, and China over 9 years between 2012 and 2021. Peer-reviewed academic journals are traditional sources of high quality and established research. Yet these papers might take months and sometimes years to get published. On the other hand, an analysis of research foci represented at international STEM conferences can be used as a source of the most recent trends in the field, and the developments of STEM education research across time and by national origins. In this analysis, 675 abstracts from five editions of the International STEM in Education Conference were coded into eight topics, followed by a descriptive analysis of the results. Four countries were consistently the top four contributors: Australia, Canada, China, and the United States. Thus, the study conducted a descriptive analysis and discussion of the trends among these countries. The results revealed trends in STEM education research, among which policy, curriculum, assessment; K-12 teaching and learning, are dominant topics of research investigation, while postsecondary STEM teaching and learning are less investigated. The results also demonstrated the dominance of some topics over others among the countries that most contributed to the conferences. For instance, Canada dominated in the studies of culture, gender, and social issues and in postsecondary STEM education. China paid much less attention to these topics, while putting more emphasis on historical and epistemological perspectives on STEM, policy and curriculum, and K-12 teaching and learning. Australian research focused on policy and curriculum; K-12 teaching and learning; and industry. Meanwhile, the United States showed the least difference in percentages between topics. Overall the analysis indicates a relatively low interest in postsecondary STEM education research, despite the growing demand for STEM professionals. This highlights the need for STEM education research focused on institutions of higher education. This analysis interprets the trend results in light of the issues in STEM education confronting various national jurisdictions.

The Effect of Out-of-School Learning Environments on Grade 6 Students' Interest Levels for STEM Professions

Students should be provided with more meaningful learning experiences to attract more students to STEM careers, Out-of-School learning environments can offer students exciting and motivating learning opportunities that formal environments cannot provide. Therefore, national education reforms in many countries that are working on popularizing STEM career have shifted STEM education to out-of-School learning environments. In this study which used a quasi-experimental design with pretest-posttest control group, the effect of out-of-School learning environments on middle school 6th grade students' interest in STEM field has been investigated. The participants of the research consisted of 14 girls and 22 boys in total 36 students. Within the scope of the research, a STEM education program consisting of 6 different learning environments, four of which is out of school and two in school, has been prepared. The training program of the study was completed in 16 weeks. In the research, the pretest-posttest control group research model was used, and the data were collected using the STEM career interest scale. The results obtained from this study show that non-formal education in out-of-School learning environments is effective in the orientation of secondary school students to STEM career fields especially Science related professions.

Empowering women in STEM: a scoping review of interventions with role models

ABSTRACT Exposing women and girls to female role models is considered essential to break down gender-stereotypical beliefs on STEM interest and engagement. However, evidence remains controversial regarding the efficacy of these interventions. Here, we provide a scoping review of fifty-seven empirical studies that considers information about: (1) research type, (2) target, (3) type of intervention, (4) role models’ characteristics, (5) variables of interest and (6) effects of the study. Our findings show that research is considerably heterogeneous in terms of role models, interventions, variables of interest and effects. Role models are frequently female STEM professionals or a mixed-gender group of STEM workers. Interventions mainly consist of asking participants to read a brief article about the role model and the effect of being exposed to a role model is mostly tested on participants’ characteristics, e.g. attitudes toward STEM and performance. This heterogeneity comes at a price, i.e. it is difficult to understand the effectiveness of role models’ exposure. Future research should focus on whether and how the heterogeneous characteristics of role models influence the efficacy of these interventions.

LITTLE EXPLORERS TO THE CLOUDLESS FUTURE: REPORTING THE WONDERS OF STEM PROFESSIONS FOR PRESCHOOL CHILDREN

The article outlines methods for acquainting preschool children with STEM professions, portraying them as catalysts for fostering innovative thinking, cultivating resilience and adaptability, and sparking curiosity within a scientific realm — a core outcome of STEM education. The necessity to design exemplary game tasks of heightened quality is substantiated, as these tasks bridge the chasm between abstract concepts and a tangible grasp of the world’s intricacies. The article furnishes a slew of recommendations, functioning as guiding beacons for contemporary educators in game development. These guidelines ensure the eradication of bias, the removal of antiquated cognitive mechanisms, and the preservation of professionalism. Employing the correct game, enriched with novel information technologies, catalyzes the exploration of a child’s potential, their inherent capacities, and the cultivation of steadfast interests in future professional pursuits. Addressing gender equality is integral, shielding the child from an internal clash between antiquated “norms” and their personal aspirations when choosing a desired profession. In a bid to acquaint children with contemporary linguistic trends, emphasis is placed on language norms, mandating the incorporation of feminine forms as equivalent units alongside traditionally entrenched masculine forms. The article hones in on the engagement of STEM projects, particularly those dedicated to ongoing events, as a means to foster research and investigative skills. It prepares children for resolving complex scenarios, solidifying their comprehension of the conscious choices made by each specialist in their relentless pursuit of self-improvement and national enhancement. The relevance of studying STEM professions amid the backdrop of martial law as a restorative mechanism for the nation’s economy and the normalization of daily existence is substantiated. A step-by-step guide for the conceptual genesis of projects is meticulously crafted, along with fragments of scenarios addressing contentious aspects in war coverage. This coverage refrains from unnecessary veiling and silencing of reality, instead offering a transparent portrayal.

Mentorship in Engineering: Women, Inclusivity and Diversity – A challenge for our times

More than ever before the fate of humanity and the survival of human kind is an existential crisis. Diverse highly talented teams of professionals are needed to work together in order to survive and thrive into the future. There is a recognised crisis in attracting and retaining women and other minority groups into science, technology, engineering, and mathematics (STEM) professions. This paper looks at the statistical representation of women and minorities in STEM professions such as engineering and information technology (IT). Mentorship programmes have been recognised as beneficial and this research outlines the significance played by mentoring and role models in promoting STEM. It analyses how the current initiatives are performing in their efforts to transform and increase participation in STEM.

A Versatile Semester-Long Course-Based Undergraduate Research Experience using Optogenetics and RNAi to Identify Genes Important for Synapse Function

Compared to traditional teaching laboratory activities, course-based undergraduate research experiences (CUREs) can increase student engagement and confidence, improve scientific literacy, enhance critical thinking, and promote accessibility in STEM. Here we describe a versatile CURE for an upper-level Neurobiology course that incorporates genetic, molecular, cellular, and behavioral experiments into a semester-long investigation to identify genes important for glutamate synapse formation or function in C. elegans. Following introduction to the CURE approach and basic C. elegans techniques, students construct their own low-cost optogenetics rigs, which we describe in detail here, to activate a mechanosensory escape reflex via photostimulation. They then perform a small-scale RNAi screen with this light-activated behavioral readout. Once a gene of interest is identified, students submit a proposal to investigate the role of this gene in nervous system function and spend the rest of the semester carrying out follow-up experiments using mutant strains. We also describe ways in which this CURE can be modified depending on the pedagogical objectives, availability of materials, or research interests of the instructor. Participating in this lab significantly enhanced students’ abilities to see themselves as STEM professionals and prompted students to report substantial gains in skills critical for entry into and success in graduate and medical schools. In addition to the benefits CUREs provide to students, faculty benefit from the generation of preliminary data and training of students for potential independent research projects.

What is learning? A complex conceptual systems analysis of conceptualizations of learning

Beliefs about the nature of learning have implications for learner agency, empowerment, and justice. Conceptualizations held by learning scientists and STEM professors were analyzed as complex conceptual systems and were found to be different for each group. A Transfer-Acquisition conceptualization of learning was dominant in the STEM professor group, and a Construction-Becoming conceptualization was dominant in the learning scientists group. The practices emergent in the Transfer-Acquisition conceptualization were found to be inconsistent with critical pedagogy. The insights in this study not only support claims in the literature that conceptualizations of learning impact practices in teaching and learning, but also suggest that complex systems theories and methodologies may be a fruitful new approach to understanding the relationships between conceptualizations and practices.

Представления школьников о STEM-профессиях в контексте профориентационной работы

Представления школьников о STEM-профессиях в контексте профориентационной работы

DIDACTIC POTENTIAL OF SPORTS EDUCATIONAL ROBOTICS

The article examines the didactic potential and features of the impact on the formation of the student's personality by means of sports and educational robotics. It has been found that in the modern conditions of reforming the educational sector in the direction of introducing STEAM technologies, educational robotics is the tool that facilitates and makes more effective the process of forming 21st century competencies in students of domestic general secondary education institutions.The article provides a brief analysis of the domestic and foreign experience of introducing educational robotics into the educational process and the extent of its influence on the formation of students' personalities and their readiness for further mastery of STEM professions. It was found that there is a lack of scientific and pedagogical research in Ukraine that would describe the didactic potential of introducing educational robotics into the educational process of general secondary education institutions.

Virtual Research Group Modules: Scalable Simulations of STEM Research

Laboratory research experiences can be an important part of the training process for STEM professionals, but barriers exist that can prevent broad access to these opportunities. Virtual Research Group (VRG) modules, which use data curated from the scientific literature to simulate aspects of the research process, provide a scalable alternative to traditional in-lab research experiences. Here we describe the general concept of VRG modules and the implementation of a VRG module focused on block copolymers in both a high school outreach program and an undergraduate materials science course. Through qualitative and quantitative data analysis of student postsurvey responses, we demonstrate that VRG modules effectively simulate many of the attributes of traditional research experiences. We also compare student experiences when VRG modules are offered in three different formats: (i) competitive in-person, (ii) competitive virtual, and (iii) collaborative virtual. Finally, we demonstrate that VRGs can be applied to topics other than block copolymers through implementation of a VRG module on bulk metallic glass.

‘I didn’t know what I was doing, until I went there’: a case study exploring the range of student STEM internship experiences during the COVID-19 pandemic

ABSTRACT The COVID-19 pandemic has accelerated a transition to flexible remote and hybrid work arrangements. This shift presents a challenge to colleges and universities as they prepare the next generation of STEM professionals in the knowledge economy. This case study of student experiential learning during the time of critical change from the Spring of 2020 through Spring of 2022 focused on how students, typically aged 20–23, contended with their professional development amidst changing patterns in workplace community, culture, and activities. We expected that students would struggle to achieve a greater understanding of situated workplace community practices; however, the data problematised these general assumptions. The findings highlight the variation in student experiences around these themes and are discussed in the context of scaffolding of student internships in intrapersonal, interpersonal, and cognitive domains.

A REVIEW OF U.S. STRATEGIES FOR STEM TALENT ATTRACTION AND RETENTION: CHALLENGES AND OPPORTUNITIES

This paper offers a detailed review of the strategies and initiatives employed in the United States to attract and retain top talent in STEM fields. It analyze the unique challenges and opportunities specific to the United States of America (USA) and how these strategies are crucial for maintaining the country's global leadership in innovation. This review explores the strategies employed by the United States to attract and retain Science, Technology, Engineering, and Mathematics (STEM) talent, identifying challenges and opportunities in this critical domain. As the global landscape becomes increasingly competitive, nations are recognizing the pivotal role of STEM professionals in driving innovation, economic growth, and societal advancement. In the U.S., a comprehensive examination of initiatives spanning education, immigration policies, industry collaboration, and workforce development reveals multifaceted approaches to cultivating and retaining STEM talent. The challenges faced by the U.S. in this endeavor include disparities in STEM education access, visa and immigration complexities, and the demand for diverse, inclusive work environments. Furthermore, the dynamic nature of technology and industries requires constant adaptation of strategies to align with evolving skill requirements. Opportunities arise from the potential for cross-sector collaboration, leveraging public-private partnerships, and enhancing educational pathways to cultivate a robust and diverse STEM workforce. By addressing disparities in STEM education early on, implementing agile immigration policies, and fostering inclusive work environments, the U.S. can bolster its position as a global hub for STEM innovation. The methods used involves the synthesizes of key insights from policy documents, academic literature, and industry reports, providing a comprehensive overview of the U.S. landscape for STEM talent attraction and retention. The findings aim to inform policymakers, educators, and industry leaders, offering insights into potential areas for improvement and innovation in the pursuit of a sustainable and vibrant STEM ecosystem. Keywords: STEM; Innovation, USA, Talent, Ecosystem.

Elementary students’ perceptions of STEM professionals

Elementary students’ perceptions of STEM professionals

A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators

Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and implementing context-based science teaching can be challenging for teachers. Moreover, context-based learning can be challenging for students as well. The purpose of this study is to describe the experiences of two science teachers and their 16-year-old students after implementing a context-based curriculum unit designed in collaboration with STEM professionals and facilitated by us – science educators and researchers. The research approach is informed by participatory methods involving collaboration between teachers and us as science educators, with the intention of supporting teachers in developing new teaching practices. Data were collected through three focus group interviews with two teachers and two groups of students (N = 9). The transcripts were analysed by inductive coding combined with a refined, literature-driven analysis. Besides positive influences on students’ learning, we found that the context-based curriculum provided an opportunity for the students to contribute to society, which served as another purpose for learning science than traditional science teaching. However, we discuss some challenges that may have implications for this type of collaboration between teachers, science educators, and STEM professionals: the importance of authenticity, teacher involvement in field trip planning, and misalignment between the curriculum unit and assessment.

The interplay of career involvement and goal conflicts: An eight‐wave study with STEM professionals

SummaryBased on a “whole‐life”‐perspective and integrating theories of self‐identity and resource management, the present longitudinal study examines the dynamic relationship between career involvement and conflicts between work and nonwork goals in a sample of 3095 German‐speaking doctoral students and doctorate holders (37.0% women) from various STEM fields. We expected increases in goal conflicts to decrease career involvement, and simultaneously tested reciprocal relationships, that is, from involvement on conflicts. The random intercept cross‐lagged panel model (RI‐CLPM) was used to analyze within‐person associations across eight measurement occasions (6‐month time intervals) while controlling for between‐person effects. At the between‐person level, career involvement and goal conflicts were negatively correlated. At the within‐person level, results showed negative cross‐lagged effects from goal conflicts to career involvement as well as negative cross‐lagged effects from career involvement to goal conflicts. This indicates that the interplay of goal conflicts and career involvement can result in either an upward or a downward spiral. Theoretical and practical implications are discussed.

Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

BackgroundPromoting and improving STEM education is being driven by economic concerns as modern economies have a rising demand for qualified researchers, technicians, and other STEM professionals. In addition, women remain under-represented in STEM-related fields, with significant economic and societal consequences. Abundant research has shown that gendered pathways into and away from STEM are mediated through motivation, but there is paucity of knowledge regarding gendered patterns in high school students’ motivation profiles, especially in transdisciplinary domains like integrated STEM (iSTEM). This study addresses these gaps by examining the interconnection between patterns in motivation profiles towards integrated STEM (iSTEM), gender and STEM test scores.ResultsUsing cluster analysis in a sample of N = 755 eighth grade students, we established four distinct motivation profiles. Subsequently, a multinomial logistic regression was performed to calculate predicted probabilities for cluster membership based on gender and test scores. Cluster distributions indicate significant differences based on gender and test score. Although our analysis shows no difference in average test scores, significant gender differences can be found in and between motivation profiles. For instance, girls are more likely to belong to a less favorable profile cluster than boys. In that cluster, girls have on average a significantly higher test score compared to boys, indicating a differential effect of motivation profiles.ConclusionsThe concept of motivational co-expression emphasizes a need for instructors to move past the simple high or low motivation labels, and toward an appraisal that recognizes how students adopt a complex interplay of motivation types. Moreover, the gender analyses raise questions about how we can move towards more equitable approaches.

Secondary school mathematics and entrance into the STEM professions: a longitudinal study

BackgroundSTEM (Science, Technology, Engineering, and Mathematics) fields are in high demand for qualified personnel worldwide, yet drop-out rates of a career path in STEM occur at various points in lifespan. Based on a big-data analysis of 534,590 records retrieved from the Israeli Central Bureau of Statistics for several points in time over one and a half decades, the study aims to examine the various pathways of which secondary school students take toward STEM-related careers, and to characterize each pathway based on various demographic and educational factors.ResultsThe study presents a three-tier tree, which highlights eight pathways leading to STEM or non-STEM bachelor's degrees. An important finding is the recognition of a non-linear pathway, demonstrating the biggest ‘leak’ from STEM in secondary school to non-STEM in higher education. Further, findings indicate that choosing advanced mathematics, majoring in physics and computer science in secondary school, and excelling in mathematics or science major at secondary school, have a lasting effect on STEM persistence in higher education. Additionally, males and non-minorities populations have the highest likelihood of choosing STEM for future studies.ConclusionsThe study contributes theoretically to broadening the conceptualization of various pathways toward pursuing a STEM career across important choice stages in people’s lifespan. Moreover, the study provides insight into the long-term effect of education choices made in secondary school, as well as demographic and educational factors, on future choice for study.

Developing Civic Agency in STEM Education

Today’s myriad local and global challenges highlight the need for STEM professionals who have discipline-specific competencies as well as an understanding of social issues and how to get things done in our democracy. In addition, there has never been a greater need for scientific, mathematical, and technological literacy for all citizens. This article is about how colleges and universities are developing civic agency in future STEM professionals as well as in students whose STEM courses are part of their required general education curriculum. It provides an overview of the concept of civic agency and offers multiple examples of outstanding and promising practices, recommendations for the integration of civic agency in STEM courses, and resources for further information and action.