scholarly journals The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

2019 ◽  
Vol 4 ◽  
Author(s):  
Elena Makarova ◽  
Belinda Aeschlimann ◽  
Walter Herzog
Keyword(s):  
Secondary Students ◽  
Gender Gap ◽  
Career Aspirations ◽  
Gender Stereotype ◽  
Stem Fields ◽  
Math And Science ◽  
The Impact

Impacts of Educational Outreach on Envisioning Marine Cities of the Future Development Project

2019 ◽  
Author(s):  
Ikuo Yoshida
Keyword(s):  
Future Development ◽  
New Technology ◽  
Career Aspirations ◽  
Development Project ◽  
Global Environment ◽  
Educational Outreach ◽  
Stem Fields ◽  
The Future ◽  
The Impact ◽  
Intended Effect

Abstract Given today’s changing global environment and the need for people to be able to lead prosperous lives in the future, we will need technical experts who can think flexibly and respond to change, and we will also need to provide opportunities for children to awaken and develop their interest in relevant technical areas. I have used lectures and seminars on the Marine Cities of the Future Development Project [1][2], a project in which I am deeply engaged, as opportunities to verify the impact of educational outreach on students. In these lectures, I emphasize aspects such as “pushing the boundaries” and “realizing goals through reliable technology,” and tailor the content to stimulate students’ career aspirations in STEM fields. Requests from educators for further lectures aimed at cultivating students’ career aspirations and students’ heightened interest in proposals of new technology as revealed by post-lecture surveys, confirm that these efforts have had the intended effect.

Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Author(s):  
Natasha Ridge ◽  
David Dingus ◽  
Sarah Han
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

scholarly journals Improving perceptions of STEM careers through informal learning environments

2020 ◽  
Vol 13 (1) ◽  
pp. 103-113
Author(s):  
Katherine N. Vela ◽  
Rachelle M. Pedersen ◽  
Macie N. Baucum
Keyword(s):  
Informal Learning ◽  
Secondary Students ◽  
Stem Fields ◽  
Stem Careers ◽  
Significant Positive Association ◽  
Pearson’S Correlation ◽  
Content Type ◽  
Hands On ◽  
Pearson's Correlation ◽  
The Impact

PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

scholarly journals The Impact of a Youth Development Program on Secondary Students’ Career Aspirations

2010 ◽  
Vol 5 (3) ◽  
pp. 75-88
Author(s):  
Bonita Williams ◽  
Jody Thompson ◽  
Tonya Taylor ◽  
Karen Eley Sanders
Keyword(s):  
Secondary Students ◽  
Youth Development ◽  
Positive Impact ◽  
Career Decisions ◽  
Career Aspirations ◽  
Development Program ◽  
Post Secondary ◽  
Youth Development Program ◽  
The Impact ◽  
Racial Ethnic

This study’s purpose determined the extent to which adolescents’ participation in a youth development program may be linked to the participants’ post-secondary education and career aspirations. One hundred and seven adolescents, ages 14-19 in grades 8-12 completed Holland’s Vocational Interest Survey and the 4-H Career Decision Survey. Ordinal regression analysis indicated participation in 4-H had a positive impact on career decisions for students who participated in 4-H for two years (p< .038) and six years (p< .001). Significant differences were apparent with 80% of the racial/ethnic groups surveyed concerning a college fair’s impact on career choice and college major determination.

scholarly journals Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

State Graduation Requirements, High School Course Taking, and Choosing a Technical College Major

2007 ◽  
Vol 7 (1) ◽  
Author(s):  
Maya Federman
Keyword(s):  
High School ◽  
Selection Bias ◽  
Gender Gap ◽  
College Major ◽  
Graduation Requirements ◽  
Science Courses ◽  
High School Math ◽  
Math And Science ◽  
The Impact ◽  
Mathematics And Science

Abstract I examine the changing patterns of enrollment of females and males in mathematics and science courses in high school between roughly the classes of 1982 and 1992. Course taking has increased in both subjects and, notably, the gender gap has closed. I also examine the impact of state graduation requirements on course taking patterns for males and females. Higher graduation requirements in mathematics and science are associated with increased course taking and the magnitude is similar for both females and males. Finally, I investigate the relationship between high school math and science course taking and college major choice for the latter cohort. Ability and taste are likely to affect both high school course selection and college major and students planning on choosing a technical major are more likely to choose to take additional math and science courses in high school. To address this issue of selection bias, I first include direct measures of ability and taste and then use variation in state graduation requirements to instrument for increased course taking. I find that the number of high school mathematics courses taken has a positive effect on the probability that a student chooses a technical major in college and that this result appears robust to correction for selection bias.

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

Gender Impact on the Enterprise Performance

2020 ◽  
pp. 54-62
Author(s):  
Oleksii V. Lyulyov ◽  
Oleksandra I. Karintseva ◽  
Andrii V. Yevdokymov ◽  
Hanna S. Ponomarova ◽  
Oleksandr O. Ivanov
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Gender Representation ◽  
Board Members ◽  
Enterprise Performance ◽  
World Economic Forum ◽  
Return On Assets ◽  
The World ◽  
World Economic ◽  
The Impact

The article describes the situation of gender equality in Ukraine and in the world during the last 5 years, identifies the leading countries in moving towards gender equality in various fields of life by analyzing the indicators of the Global Gender Gap Report of the World Economic Forum. These indicators include: Economic Participation and Opportunity, Educational Attainment, Health and Survival, Political Empowerment, which are the part of a single index that determines the position of countries in the overall ranking. Based on the results of this analysis, Ukraine has improved value of gender equality index, although in the overall ranking of countries Ukraine has lost its position and dropped 11 ranks lower than in 2014. This means that, among all the countries surveyed by the World Economic Forum, there are countries that are moving much faster towards gender equality than Ukraine. In addition, the article includes the investigation of the gender representation among the board members of 5 enterprises of Ukraine for 2014-2017, which represent the leading sectors of the Ukrainian economy. The dynamics of changes in the level of performance of these enterprises using the return on assets (ROA) indicator is analyzed, the relationship between the leadership of the enterprises and the value of the ROA indicator is graphically presented. The obtained results do not give a clear answer about the gender impact on the enterprise performance. The reason for this is a number of factors, such as: insufficient statistical sampling of enterprises; the selected performance indicator of enterprise activities does not fully reflect the impact of the gender factor on enterprise activities; the methodology used in the work needs improvements, or it is necessary to choose a totally new approach to the analysis of the investigated issue under study. Gender representation among board members and its impact on enterprise performance should be investigated further. Key words: gender, gender equality, enterprise board members, return on assets.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

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