Journal articles: 'STEM participation'

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Gottfried, Michael A., and Darryl Williams. "STEM Club Participation and STEM Schooling Outcomes." education policy analysis archives 21 (October 7, 2013): 79. http://dx.doi.org/10.14507/epaa.v21n79.2013.

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To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students’ success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.

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Ilimbetova, Aisylu. "Participation of Russian women in STEM business." Woman in russian society, no. 2 (June 30, 2020): 52–61. http://dx.doi.org/10.21064/winrs.2020.2.5.

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The transformation of the fight for gender equality has led to a shift from the fight for equal rights to the fight for equality of opportunity. Provided by the laws the equal rights of men and women came across the existence of unwritten standards of proper behavior and occupations of women, “glass ceilingˮ, the existence of which is noticeable, but often unprovable. At the same time, technological development and universal informatization have created an era of digital economy in which women also have to take their place. The social status and capabilities of the individual in the digital age will depend on how well they have been able to adapt to changing technological conditions, educational requirements and skills. As a result of the analysis of the data, it was found that Russian women are full participants in economic relations and entrepreneurship. About one third of entrepreneurs in STEM business are women. In that sphere of business, there is gender differentiation and niches traditionally occupied by women: accounting services, advertising, textiles and food production, humanities and social sciences, biotechnology and medicine. The larger the business and the more employees it employs, the fewer women managers there are. The structure of business activities of men and women is similar to the educational structure of the population: technical specialties — male, humanitarian — female. In general, the analysis of the data leads to the conclusion that women’s participation in STEM business is insufficient.

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Falk, Nikki A., Patrick J. Rottinghaus, Tracy N. Casanova, Fred H. Borgen, and Nancy E. Betz. "Expanding Women’s Participation in STEM." Journal of Career Assessment 25, no. 4 (September 11, 2016): 571–84. http://dx.doi.org/10.1177/1069072716665822.

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Despite social cognitive and cultural barriers, women continue to consider and declare science, technology, engineering, and math (STEM) majors. Research suggests that both self-efficacy and interest are necessary to approach a career goal; however, women in STEM report lower interest and confidence compared to their male counterparts. Using integrative career profiles of 448 potential and declared STEM majors, we investigated Realistic, Investigative, Artistic, Social, Enterprising, and Conventional thresholds of self-efficacy and interest among women and men using the career and personality assessments integrative online system. Results indicated gender as a moderator for the Realistic threshold, where women have a lower threshold for approaching and declaring a STEM major compared with men. Women in this sample showed similar levels of Investigative self-efficacy and interests compared with men. This study adds to prior literature investigating people–thing orientations among men and women in STEM. These results may be utilized in broadening female participation in STEM and alleviating underrepresentation.

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Christman, Scott, and Cole J. Kupec II. "Addressing STEM Education: The U.S. Defense Industry and Legitimate Peripheral Participation." Journal of Economics, Business and Management 4, no. 3 (2016): 243–46. http://dx.doi.org/10.7763/joebm.2016.v4.398.

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Ballen, Cissy J., Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, et al. "Smaller Classes Promote Equitable Student Participation in STEM." BioScience 69, no. 8 (July 24, 2019): 669–80. http://dx.doi.org/10.1093/biosci/biz069.

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Abstract As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.

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Saw, Guan K. "Leveraging Social Capital to Broaden Participation in STEM." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 35–43. http://dx.doi.org/10.1177/2372732219895997.

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Broadening participation in science, technology, engineering, and mathematics (STEM) is critical to the nation’s economic growth and national security. In K–12 and higher education, researchers and educators increasingly employ the concept of social capital to develop programs for improving STEM learning, motivation, and participation of young students. STEM social capital in education comprises STEM-oriented resources—whether instrumental, informational, or emotional—that students access through their social networks. Major theoretical perspectives, research evidence, and promising practices are associated with the concepts of social capital in STEM education. Students’ social capital in STEM education (derived from families, peers, teachers, and professional networks) demonstrably promotes their STEM educational outcomes and career paths. Inclusive STEM schools, mentoring, and after-school programs are some promising approaches that can enhance STEM social capital and outcomes of underrepresented students, particularly women, Blacks/Hispanics/Native Americans, youth with low socioeconomic status, and persons with disabilities.

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Chiyaka, Edward T., Joachim Kibirige, Alec Sithole, Peter McCarthy, and Davison M. Mupinga. "Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development." Journal of Education and Training Studies 5, no. 9 (July 28, 2017): 18. http://dx.doi.org/10.11114/jets.v5i9.2527.

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School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers’ pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers’ participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one’s work schedule was one of the major barriers to PD participation for teachers.

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Ivanova, Malinka. "Learning Performance Improvement Through Participation in Online Seminar: Machine Learning Analysis." Innovative STEM Education 4, no. 1 (June 10, 2022): 69–78. http://dx.doi.org/10.55630/stem.2022.0410.

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Learning performance is related to students’ learning activities during a learning process. Their learning behavior could lead to successful course accomplishment or not, to better or worse final marks. Seminar practices have their impact on development of some students’ competences like: topics analysis, discussion and presentation and the planned tasks concern learning performance. In online environment, the seminars could be organized in the form of different learning scenarios and it depends on the functional and technical features of the organized educational environment as well as on the course goal. In this paper an investigation and analysis of students’ participation in online seminars is conducted with aim to understand the dependence between their learning performance, online tasks realization and final results. eLearning informatics gives possibilities for usage contemporary methods for research and learning analytics as one of them is machine learning. Machine learning algorithms are utilized to group students according to their learning behavior and final outcome. The created analytical models could be in support of educators and students to improve their educational activities. The accuracy of machine learning algorithms is evaluated to find the best model according to collected data during one semester.

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Friedmann, Enav. "Increasing women’s participation in the STEM industry." Journal of Social Marketing 8, no. 4 (October 8, 2018): 442–60. http://dx.doi.org/10.1108/jsocm-12-2017-0086.

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PurposeThe purpose of this study is to investigate women and men’s differences in perceived importance of various job attributes. Analyzing the job attributes that derive value might help to form intervention ideas for promoting greater participation of women in Science, Technology, Engineering and Mathematics (STEM) industries. Current research has primarily focused on this issue from educational, sociological and gender-based approaches, suggesting interventions such as enriching women’s science literacy and skills, increasing their science self-confidence and changing stereotypical views of the STEM field as masculine (perceived as lacking altruistic or communal values). Other have suggested policy interventions that include workplace family supportive programs.Design/methodology/approachChoice-based conjoint and choice model analyses were conducted to examine the importance of different job attributes for women and men.FindingsSalary and the ability to combine work and family obligations were the most important determinants of women’s career choices.Practical implicationsThis study is a first step to inform future intervention designs based on social marketing strategy. Focusing on the attributes related to women’s career choices is suggested to facilitate women’s entry into the STEM industry.Social implicationsIncreasing the value of STEM careers might lead to more equal representation of women in the STEM field.Originality/valueFor the first time, initial principals of a social marketing intervention is suggested after an examination of the core attributes related to women’s career choices.

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Flaningam, Eric, Hanna Keyerleber, and Christopher Embry. "Investigating the Effect of Community-Based Educational Robotics Programs on Underrepresented Youth." Purdue Journal of Service-Learning and International Engagement 8, no. 1 (2021): 65–70. http://dx.doi.org/10.5703/1288284317413.

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Traditional STEM academic programs have a large discrepancy in participation and engagement between low-income and minority students as compared to their peers from other demographics. This underrepresentation is visible beginning in the classroom and carrying through to higher education and the STEM workforce. The Ware Research Group previously studied the STEM learning environments of low-income communities in Lafayette, IN. Study results suggested that traditionally structured classroom environments were not effective in achieving high levels of participation and engagement in STEM material. To address this deficit, the research group is observing how community-centered STEM programs affect participation and engagement from low-income and minority students. The research group is using FIRST LEGO League (FLL), an internationally recognized STEM program for students in grades 4-8, as the vehicle for STEM education. Two FLL teams have been established in community centers serving the same communities previously studied by the research group. These teams focus on the STEM curriculum developed for the FLL program, focusing on action-based projects and the development of STEM and soft skills. The participating students on the teams range in age from 9-14 and offer a snapshot of the community demographic. This study is collecting qualitative data on student growth based on STEM engagement and overall educational outcomes. The team hypothesized students will see measurable improvements in skills such as programming, critical thinking, and communication. Thus far, qualitative observations have supported the hypothesis; however, the study will need to continue before making final conclusions. Community-based STEM programs may improve student representation in STEM programs and fields. If this study is proven to be successful, it could provide a resource for developing similar community-based stem programming.

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O'Brien, Laurie T., Alison Blodorn, Glenn Adams, Donna M. Garcia, and Elliott Hammer. "Ethnic variation in gender-STEM stereotypes and STEM participation: An intersectional approach." Cultural Diversity and Ethnic Minority Psychology 21, no. 2 (April 2015): 169–80. http://dx.doi.org/10.1037/a0037944.

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Miriti, Maria N. "The Elephant in the Room: Race and STEM Diversity." BioScience 70, no. 3 (February 5, 2020): 237–42. http://dx.doi.org/10.1093/biosci/biz167.

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Abstract Despite considerable efforts to enhance participation of underrepresented demographics, participation of scholars of color in STEM remains stagnant. In contrast to other academic disciplines, the experiences of STEM scholars of color are relatively unvoiced, which hinders examination of the factors that reduce participation and retention. Social science and education research reveal the importance of intersectional strategies to address institutional and cultural practices that reduce diverse participation. Institutional change requires the support of the STEM workforce. I summarize important issues that influence recruitment and retention and offer strategies that can improve recruitment and retention of faculty of color. Broad awareness among STEM practitioners of the relationship between race and the biases that reduce recruitment and retention of underrepresented scholars can support STEM diversity initiatives.

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Lee, Yun Joon Jason. "A Study of the Effects of Transmedia Storytelling on Active Participation and Language Learning." STEM Journal 23, no. 2 (May 31, 2022): 29–40. http://dx.doi.org/10.16875/stem.2022.23.2.29.

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This study observed the following two purposes: (1) to investigate whether transmedia storytelling (TS) encourages beginner-level college students to actively participate in classwork, and (2) to determine whether TS is positively related to second language (L2) learning. The transmedia approach will help the students to gain more knowledge and information about the target language. Two beginners were invited to act as case studies to these ends. An American television series, The Good Place (Holland, 2018), was chosen. This study was conducted in three stages: (1) participant presentations on selected topics via TS, (2) first recall test (one week later, with notice), and (3) second recall test (two weeks later, without notice). On the first test, Participant A scored well on his selected topic, but his score dropped somewhat on Participant B’s topic. Participant B had a better score than Participant A on both topics. The second test was an error analysis. Participant A had minor errors on the TS-based topic but significant ones on the not-TS-based topic. Participant B had fewer errors than Participant A on both topics, and all his errors were minor. Both participants were involved in active participation. Pedagogical implications are discussed in the conclusion.

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Zaczek, Agnieszka, Paweł Jóźwiak, and Anna Krześlak. "Participation of BMI-1 protein in cancer." Postępy Higieny i Medycyny Doświadczalnej 71 (September 20, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.4649.

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BMI-1 (B-lymphoma Mo-MLV insertion region 1) protein is a constituent of Polycomb Repressive Complex 1 (PRC1) that via ubiquitination of histone H2A affects expression of many genes. BMI-1 is involved in cellular processes such as DNA repair, proliferation, growth, senescence and apoptosis. BMI-1 plays a key role in biology of stem cells including cancer stem cells by regulation of their self-renewal and differentiation. Accumulating evidence has revealed that overexpression of BMI-1 in many human cancers correlates with disease progression and therapy failure. The results of in vitro and in vivo studies confirm the involvement of BMI-1 in tumor initiation as well as invasion, metastasis and chemoresistance. Taking into account significant role of BMI1 in tumorigenesis, especially associated with cancer stem cells, it seems that this gene may be a promising target of anticancer therapies.

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Carlana, Michela, and Margherita Fort. "Hacking Gender Stereotypes: Girls' Participation in Coding Clubs." AEA Papers and Proceedings 112 (May 1, 2022): 583–87. http://dx.doi.org/10.1257/pandp.20221085.

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Who are the girls who decide to sign up for science, technology, engineering, and mathematics (STEM) programs and coding clubs? In this paper, we rely on a large set of survey data from students to analyze how female students who apply to coding clubs differ from other students in the schools. Girls applying to coding clubs have higher STEM interest, but they perceive their own gender as a stronger barrier to achieve their educational goals. Supporting this pool of female applicants with STEM programs might have a substantial role in affecting their educational and occupational careers and closing the gender gaps in occupational choices.

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Durr, Tony, Jennifer Kampmann, Patrick Hales, and Larry Browning. "Lessons Learned from Online PLCs of Rural STEM Teachers." Rural Educator 41, no. 1 (April 8, 2020): 20–26. http://dx.doi.org/10.35608/ruraled.v41i1.555.

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This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.

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Metcalf, Heather. "Broadening the Study of Participation in the Life Sciences: How Critical Theoretical and Mixed-Methodological Approaches Can Enhance Efforts to Broaden Participation." CBE—Life Sciences Education 15, no. 3 (September 2016): rm3. http://dx.doi.org/10.1187/cbe.16-01-0064.

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This research methods Essay details the usefulness of critical theoretical frameworks and critical mixed-methodological approaches for life sciences education research on broadening participation in the life sciences. First, I draw on multidisciplinary research to discuss critical theory and methodologies. Then, I demonstrate the benefits of these approaches for researchers who study diversity and inclusion issues in the life sciences through examples from two critical mixed-methods studies of prominent issues in science, technology, engineering, and mathematics (STEM) participation and recognition. The first study pairs critical discourse analysis of the STEM workforce literature, data, and underlying surveys with quantitative analyses of STEM pathways into the workforce. This example illustrates the necessity of questioning popular models of retention. It also demonstrates the importance of intersecting demographic categories to reveal patterns of experience both within and between groups whose access to and participation in STEM we aim to improve. The second study’s critical approach applies research on inequities in prizes awarded by STEM professional societies toward organizational change. This example uses data from the life sciences professional societies to show the importance of placing data within context to broaden participation and understand challenges in creating sustainable change.

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Kwang-Soon Lee and Kim, Bong-Gyu. "A Strategy for SNS-based Writing Practice to Leverage Less Proficient Students’ Participation and Pedagogical Performance." STEM Journal 15, no. 2 (August 2014): 115–45. http://dx.doi.org/10.16875/stem.2014.15.2.115.

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Metcalf, Heather, Dorian Russell, and Catherine Hill. "Broadening the Science of Broadening Participation in STEM Through Critical Mixed Methodologies and Intersectionality Frameworks." American Behavioral Scientist 62, no. 5 (April 21, 2018): 580–99. http://dx.doi.org/10.1177/0002764218768872.

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If we wish to see our STEM (science, technology, engineering, and mathematics) broadening participation efforts affect change, we must also critically reflect upon and broaden our scientific approaches to studying STEM participation, adopting methodologies and frameworks that most appropriately fit the problems and questions at hand. In this article, we discuss how critical mixed-methodological approaches and intersectionality frameworks offer the possibility of a science of broadening participation that deeply understands, contextualizes, and addresses complex barriers to STEM inclusion. First, we describe the suggested approaches and frameworks, illustrating how they allow us to improve how we collect, measure, interpret, and analyze data. Next, we provide some specific examples of how such approaches and frameworks have enriched our scientific work. Last, we offer some final recommendations for researchers seeking to broaden the science of broadening participation in STEM.

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Means, Barbara, Haiwen Wang, Xin Wei, Emi Iwatani, and Vanessa Peters. "Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School." AERA Open 4, no. 4 (October 2018): 233285841880630. http://dx.doi.org/10.1177/2332858418806305.

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To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was not associated with entry into STEM majors.

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Mbirianjau, Lucy Wandiri, Fatuma Chege, and Ibrahim Oanda. "Exploring Enabling Interventions for Increasing Female Students’ Access and Participation in Science, Technology, Engineering and Mathematics (Stem) Disciplines in Kenyan Public Universities." Msingi Journal 1, no. 2 (July 18, 2019): 1–6. http://dx.doi.org/10.33886/mj.v1i2.107.

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Globally, studies continue to document disparities in women’s access and participation in Science, Technology, Engineering and Mathematics (STEM) disciplines in the universities. Despite existence of policies at the national and institutional level, no single and clear road map exists on what set of interventions can best contribute to redressing this disparities. This study draws attention to the low participation of female students in STEM disciplines and especially in hard sciences in Kenyan public universities. Data for the study were collected in three public universities that were purposively sampled. Questionnaires, interviews, observations, content and documentary analysis were used as key instruments for data collection and research techniques. Data were analyzed both quantitatively and qualitatively. The study findings revealed that, despite the existing educational gender interventions, female students’ enrolment and participation in STEM disciplines in the Kenyan public universities is 30% and less than 20% in hard sciences. The study also established that there exists a continued process of gender typing in the secondary school curriculum which students pick and is further manifested in the universities. This stereotype has created a false perception among female students that soft sciences are marketable for the female gender and are feminine compared to the hard sciences. Further there exists socio-cultural and institutional barriers that affects female students’ participation in STEM disciplines. The study recommends first, the need for government and universities to develop educational STEM policies and interventions to increase female participation in STEM disciplines. Second, the STEM curricula should be made gender responsive with integration of additional STEM female faculty members to act as mentors to female students. Appropriate STEM mentoring and career guidance should be enhanced at all levels of education and all educational stakeholders should be involved in minimising socio-cultural, institutional barriers and stereotypes on masculinity of STEM disciplines.

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Imaduddin, Muhamad. "Is It Possible to Prevent Radicalism through Women's Participation in STEM (Science, Technology, Engineering, and Mathematics) Education?: Challenges and Opportunities." PALASTREN Jurnal Studi Gender 13, no. 1 (May 21, 2020): 1. http://dx.doi.org/10.21043/palastren.v13i1.4157.

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Women and education as an effort to prevent radicalism are connected. If the international community tries to engage education as part of a strategy to reduce terrorism, it should be necessary to consider the content of education. One of the SDGs mandates in “equality” is the importance of women to be involved in mastering STEM. This study reveals how the challenges and opportunities for women's relationships and participation in STEM education can make it possible to prevent the emergence of radicalism. This was carried out by exploring several kinds of literature related to the level of women's participation and the usefulness of STEM education. The role of women is shown by their participation as learners, educators, and directly involved in the STEM industry as a workforce. As an educator, women's participation occupies a much better position than workforces. STEM content can be integrated with radicalism issues to be resolved in the classroom to practice critical thinking skills. Women as STEM workers face obstacles that have nothing to do with their abilities, such as stereotyping, discrimination, violence, and abuse. Religious education integrated with STEM education provides an opportunity to reduce radicalism values with women taking part in it.

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Patrinopoulos, Matthaios, Christina Papazisi, Paraskevi Foti, Stavroula Pantelopoulou, Maria Katopodi, Eleni Zografou, and Georgios Kosyvas. "Gender differentiation in STEM career choice and the role of education." Hellenic Journal of STEM Education 2, no. 1 (March 12, 2022): 9–14. http://dx.doi.org/10.51724/hjstemed.v2i1.21.

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This work is the product of research conducted by the project team of the Regional Directorate for Primary and Secondary Education of Attica formed under the Erasmus+Project “RoboGirls: Empowering girls in STEAM through robotics and coding». The research has focused on identifying and investigating the factors that influence and interpret the differentiation in men and women’s participation in education and in their professional careers in the fields of STEM, but also on the selection of the best educational practices that enhance the participation of women in the STEM fields. The research has combined literature review with data analysis resulting from questionnaires and interviews of a selected focus group. The results of the research have contributed to understanding the factors that conduce to the creation of these differences, as well as the role that education can play in Greece and in the EU in bridging the gender gap in the STEM fields.

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Kitchen, Joseph A., Chen Chen, Gerhard Sonnert, and Philip Sadler. "The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations." Teachers College Record: The Voice of Scholarship in Education 124, no. 2 (February 2022): 117–42. http://dx.doi.org/10.1177/01614681221086445.

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Background: The United States continues to invest considerable resources into developing the next generation of science, technology, engineering, and mathematics (STEM) talent. Efforts to shore up interest in pursuing STEM careers span decades and have increasingly focused on boosting interest among diverse student populations. Policymakers have called for engaging students in a greater STEM ecology of support that extends beyond the traditional classroom environment to increase student STEM career interest. Yet, few robust studies exist exploring the efficacy of many programmatic efforts and initiatives outside the regular curriculum intended to foster STEM interest. To maximize STEM education investments, promote wise policies, and help achieve the aim of creating STEM learning ecosystems that benefit diverse student populations and meet the nation’s STEM goals, it is crucial to examine the effectiveness of these kinds of STEM education initiatives in promoting STEM career aspirations. Purpose: The purpose of this quasi-experimental study was to examine the impact of one popular, yet understudied, STEM education initiative on students’ STEM career aspirations: participation in a university- or college-run STEM club or program activity (CPA) during high school. Specifically, we studied whether participation in a college-run STEM CPA at a postsecondary institution during high school was related to college-going students’ STEM career aspirations, and we examined whether that relationship differed depending on student characteristics and prior STEM interests. Research Design: We conducted a quasi-experimental investigation to explore the impact of participation in university- or college-run STEM CPAs on college-going students’ STEM career aspirations. We administered a retrospective cohort survey to students at 27 colleges and universities nationwide resulting in a sample of 15,847 respondents. An inverse probability of treatment weighted logistic regression model with a robust set of controls was computed to estimate the odds of expressing STEM career aspirations among those who participated in college-run STEM CPAs compared with the odds expressed among students who did not participate. Our weighting accounted for self-selection effects. Results: Quasi-experimental modeling results indicated that participation in university- or college-run STEM CPAs had a significant impact on the odds that college-going students would express STEM career aspirations relative to students who did not participate. The odds of expressing interest in a STEM career among participants in STEM CPAs were 1.49 times those of the control group. Robustness checks confirmed our results. The result held true for students whether or not they expressed interest in STEM careers prior to participation in STEM CPAs, and it held true across a diverse range of student characteristics (e.g., race, parental education, gender, standardized test scores, and family/school encouragement). Conclusions: Results suggest that university- and college-run STEM CPAs play an important role in the STEM education ecology, serving the national goal of expanding the pool of college-going students who aspire to STEM careers. Moreover, results showed that participation in university- and college-run STEM CPAs during high school is equally effective across diverse student characteristics. Policymakers, educators, and those charged with making investment decisions in STEM education should seriously consider university- and college-run STEM CPAs as a promising vehicle to promote diverse students’ STEM career aspirations in the broader STEM learning ecosystem and as an important complement to other STEM learning environments.

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Jaremus, Felicia, Jennifer Gore, Leanne Fray, and Elena Prieto-Rodriguez. "Senior secondary student participation in STEM: Beyond national statistics." Mathematics Education Research Journal 31, no. 2 (July 3, 2018): 151–73. http://dx.doi.org/10.1007/s13394-018-0247-5.

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York, Emily. "Doing STS in STEM Spaces: Experiments in Critical Participation." Engineering Studies 10, no. 1 (January 2, 2018): 66–84. http://dx.doi.org/10.1080/19378629.2018.1447576.

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Ogawa, Mariko. "History of Women’s Participation in STEM Fields in Japan." Asian Women 33, no. 3 (September 30, 2017): 65–85. http://dx.doi.org/10.14431/aw.2017.09.33.3.65.

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Sika-Paotonu, Dianne, Jane Anderson, Phillipa Cashin, and Alana Cockburn. "Immunology that supports STEM participation for High School students." Journal of Immunology 204, no. 1_Supplement (May 1, 2020): 222.28. http://dx.doi.org/10.4049/jimmunol.204.supp.222.28.

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Abstract The global burden of cancer is growing. The impact on Pacific communities living in New Zealand (NZ) and in the Pacific Region is significant and remains of concern. Pacific Peoples in NZ and in the Region remain overrepresented in adverse health statistics and outcomes. To improve health outcomes for Pacific communities, various strategies that include increasing the Pacific Health workforce have been proposed. These career pathways require participation in STEM and health related courses at high school and higher education learning levels. Pacific students remain underrepresented amongst these groups. This work sought to use Immunology based examples for improving the interest, engagement and participation of underrepresented student groups in High School the science laboratory. A teaching session was organized to include cancer related Immunology teaching content that was associated with subsequent laboratory workshop activities and was presented by a Pacific Biomedical Scientist. A question and answer was also set-up for the students to support their STEM learning in this context. Feedback indicated students who attended the teaching session found the Immunology related content helpful for their understanding of the overall STEM related laboratory and workshop content. Enthusiastic in-class interactions and engagement was observed. This work demonstrated the value of designing an in-class/laboratory environment that supports positive interactions and participation by students, by incorporating Immunology within the laboratory focus that is appropriately delivered and contextualized.

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Khalid, Ahmad Khudzairi, Nurul Balqis Nor’rah, Norbaiti Tukiman, and CT Munnirah Niesha Mohd Shafee. "THE ROLE OFISTEM VOLUNTEERISM TOWARDS iV-STEM MODULE THROUGH PRACTICAL SKILLS IN THE STEM SKILL INFORMATION ONLINE." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 168–79. http://dx.doi.org/10.35631/ijepc.640014.

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In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.

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Kenneth, Anthony. "Gap in STEM Education: Why is there a decline in women participation?" International Journal on Research in STEM Education 4, no. 1 (May 31, 2022): 55–63. http://dx.doi.org/10.31098/ijrse.v4i1.369.

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A steady Gender gap is observed with the number of students enrolled in STEM (Science, Technology, Engineering, and Mathematics) fields in higher education and universities. The underrepresentation of women in the field of STEM is world-wide. Numerous studies have contemplated different factors for this gap and studies on interests showing, that women's career decisions are often influenced by their interest which is inclined towards working ‘with people’ and deviates them from STEM. Men prefer to work with ‘material and gadgets’ which interests more men towards STEM. Increment in “enterprising and artistic interests” among the women, less awareness on the career and study opportunities, lesser female mentors, the duration to become an expert in STEM, lesser encouragement from the opposite sex, has an impact on the number of females in STEM. The gap was more prominent in egalitarian countries and termed as the “education gender-equality paradox”. The difference in early childhood spatial ability can also contribute to the emergence of gender differences in mathematics and science later. This article also suggests more research into making STEM attractive for both genders, providing early education that provides makes STEM attractive for both genders.

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Streets, Valerie N., James N. Kurtessis, Lindsay Northon, and Alex Alonso. "STEM-ming the Tide: A Different Approach to Shaping Diverse Participation in STEM Careers." Industrial and Organizational Psychology 11, no. 2 (June 2018): 326–31. http://dx.doi.org/10.1017/iop.2018.24.

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Miller, Kelly, Gerhard Sonnert, and Philip Sadler. "The influence of students’ participation in STEM competitions on their interest in STEM careers." International Journal of Science Education, Part B 8, no. 2 (November 7, 2017): 95–114. http://dx.doi.org/10.1080/21548455.2017.1397298.

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Kalabikhina, E. A. "Women’s Participation in STEM-Professions of Agriculture in the Conditions of Digital Technologies." Economy of agricultural and processing enterprises, no. 1 (January 2019): 75–77. http://dx.doi.org/10.31442/0235-2494-2019-0-1-75-77.

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Sadia Sajid, M. Sultana Alam, Jin Kuan Kok, and Mobashar Rehman. "WOMEN’S PARTICIPATION IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM) EDUCATION: A REVIEW OF LITERATURE." Asia Proceedings of Social Sciences 6, no. 3 (June 4, 2020): 230–34. http://dx.doi.org/10.31580/apss.v6i3.1382.

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Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education in Malaysian context. Furthermore, the paper has also highlighted the factors which have been identified by these studies as well as those personal and external factors which have not been studied extensively in Malaysian context. This paper can give readers a novel insight about factors influencing women’s participation in STEM education in Malaysian context

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Hawley, Carolyn E., Brian T. McMahon, Elizabeth D. Cardoso, Neeta P. Fogg, Paul E. Harrington, and Lara A. Barbir. "College Graduation to Employment in STEM Careers: The Experience of New Graduates at the Intersection of Underrepresented Racial/Ethnic Minority Status and Disability." Rehabilitation Research, Policy, and Education 28, no. 3 (2014): 183–99. http://dx.doi.org/10.1891/2168-6653.28.3.183.

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Purpose:To examine the recent labor market indicators of science, technology, engineering, and mathematics (STEM) versus non-STEM college graduates with disabilities.Method:The sample included bachelor of science (B.S.)/B.S.-level college graduates including 1,567,527 with a disability and 32,512,446 without a disability. Data were derived from the American Community Survey public use microdata files 2009–2011 inclusive. Three measures of labor market activity were used: labor force participation rate, unemployment ratio, and employment-to-population ratio.Results:Nonparametric tests of proportion with stringent alpha levels indicated that overall labor market participation was much lower for graduates with disabilities. Indicators improved somewhat for STEM graduates with disabilities perhaps because they persisted longer in their job search efforts. Within the sample of STEM graduates with disabilities, Whites experienced greater labor market participation than ethnic minorities. It was also found that supply-side interventions to improve STEM employment (i.e., government investment) have been markedly less effective than demand-side interventions (i.e., expanded recruitment of foreign STEM degree holders).Conclusion:Recent labor economics data and the expanded recruitment of foreign STEM degree holders bring into question whether or not a true STEM crisis exists today.

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Lopez Velez, Paula Alejandra, and Juan Gabriel Castaneda Polanco. "Learning communities for the social appropriation of knowledge: cacti project." Universidad Ciencia y Tecnología 26, no. 114 (June 29, 2022): 141–50. http://dx.doi.org/10.47460/uct.v26i114.599.

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The objective of this paper is to generate a proposal for professionals in the educational, social, and cultural fields with an interest in contributing to the social appropriation and democratization of knowledge in CTeI to strengthen the scientific culture by promoting community spaces based on participation and dialogue of knowledge based on four axes: community participation in STeI, access to STeI as a right, STeI and community challenge (local and global problems), and STeI and quality of life. The proposal is framed based on the following concepts: a community of learning and participation for the promotion of scientific culture, collective construction of solutions based on science to real problems, and contribution of social and community knowledge to science as empirical knowledge is taken into consideration for the construction of scientific knowledge. Some limitations are the heterogeneity of the members of learning communities requiring facilitators’ experience and knowledge in managing groups that allow them to mediate the conversation. Keywords: knowledge democratization, STEM education, community participation in CTeI, scientific culture.

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Miriti, Maria N. "Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM." Education Sciences 9, no. 4 (December 8, 2019): 291. http://dx.doi.org/10.3390/educsci9040291.

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Science, technology, engineering, and math (STEM) disciplines suffer from chronically low participation of women and underrepresented minorities. Diversity enhancement initiatives frequently attempt to mitigate skill deficits such as math skills in an attempt to improve preparedness of these students. However, such interventions do not address cultural or social barriers that contribute to the isolation and marginalization that discourage continued participation in STEM. Science exists and is developed within social constructs.; because of this, cultural conflicts can occur pertaining to contrasting cultural belief systems between educators and students, or to socially-biased perspectives that are embedded in disciplinary values. These conflicts are implicated in the low recruitment and retention of underrepresented students in STEM. To address the relationship between culture and STEM diversity, I present a case study that examines the role of culturally-biased views of nature on the lack of diverse participation in ecology and environmental biology. I conclude by advocating the use of inclusive, culturally-sensitive teaching practices that can improve the climate for underrepresented students and increase diverse recruitment and retention in STEM.

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Drize, Nina, and Nataliya Petinati. "What do we know about the participation of hematopoietic stem cells in hematopoiesis?" F1000Research 4 (October 29, 2015): 1177. http://dx.doi.org/10.12688/f1000research.6459.1.

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The demonstrated presence in adult tissues of cells with sustained tissue regenerative potential has given rise to the concept of tissue stem cells. Assays to detect and measure such cells indicate that they have enormous proliferative potential and usually an ability to produce all or many of the mature cell types that define the specialized functionality of the tissue. In the hematopoietic system, one or only a few cells can restore lifelong hematopoiesis of the whole organism. To what extent is the maintenance of hematopoietic stem cells required during normal hematopoiesis? How does the constant maintenance of hematopoiesis occur and what is the behavior of the hematopoietic stem cells in the normal organism? How many of the hematopoietic stem cells are created during the development of the organism? How many hematopoietic stem cells are generating more mature progeny at any given moment? What happens to the population of hematopoietic stem cells in aging? This review will attempt to describe the results of recent research which contradict some of the ideas established over the past 30 years about how hematopoiesis is regulated.

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Fealing, Kaye Husbands, Yufeng Lai, and Samuel L. Myers. "PATHWAYS VS. PIPELINES TO BROADENING PARTICIPATION IN THE STEM WORKFORCE." Journal of Women and Minorities in Science and Engineering 21, no. 4 (2015): 271–93. http://dx.doi.org/10.1615/jwomenminorscieneng.2015004760.

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Graff Zivin, Joshua, and Elizabeth Lyons. "Increasing STEM undergraduate participation in innovative activities: Field experimental evidence." PLOS ONE 14, no. 4 (April 5, 2019): e0214155. http://dx.doi.org/10.1371/journal.pone.0214155.

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Tokita, Christopher K., William E. J. Doane, and Brian L. Zuckerman. "Reframing Participation in Postsecondary STEM Education With a Representation Metric." Bulletin of Science, Technology & Society 35, no. 5-6 (October 2015): 125–33. http://dx.doi.org/10.1177/0270467616645222.

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Xu, Cassie, Jason E. Smerdon, Ruth DeFries, and Natalie Unwin‐Kuruneri. "Sustainability Education as a Pathway to Minority Participation in STEM." New Directions for Teaching and Learning 2020, no. 161 (March 2020): 139–54. http://dx.doi.org/10.1002/tl.20378.

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Johnston, Kelly, Lisa Kervin, and Peta Wyeth. "STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review." Sustainability 14, no. 20 (October 19, 2022): 13533. http://dx.doi.org/10.3390/su142013533.

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STEM has emerged as a key area of importance for children, highlighting the value and relevance of integrated understandings of science, technology, engineering and mathematics in both educational contexts and everyday life. The need for innovation and creativity is also recognised, which emphasizes the important role the arts can play as STEM is extended into STEAM. This scoping review investigated what is known about STEM, STEAM and makerspace experiences and opportunities for children aged birth to eight. The review found that early childhood experience with STEM, STEAM and makerspaces is an emerging field of research. Findings suggest that STEAM holds more relevance to learning and experiences in the early childhood years, and perhaps across the lifespan. The review also highlights the need to shift the starting point to the earliest of years and create greater intentionality in STEAM experiences with infants, toddlers and preschool aged children, recognizing the relevance of STEAM and maker mindsets in the lives of young children. Additionally, the scoping review identified the value of informal and community contexts as a means to invite broader participation. Such opportunities provide scope to challenge inequity in opportunity and to overcome intergenerational aversion towards STEM/STEAM-related learning. Further research is needed to understand the professional learning needs of early childhood educators and facilitators of STEAM and makerspace experiences.

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Plasman, Jay Stratte, Michael A. Gottfried, and Ethan L. Hutt. "Then and Now: Depicting a Changing National Profle of STEM Career and Technical Education Course Takers." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–28. http://dx.doi.org/10.1177/016146812012200209.

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Background After nearly a century of federal policies focusing on career-related high school coursework, a 2006 policy reauthorization especially called for increased rigor in STEM-themed career and technical education (CTE) courses and increased participation from all students, and particularly women and those with disabilities. We explore whether this reauthorization helped meet these calls for increased participation. Research Questions We asked the following research questions in exploring the implementation of the Perkins IV act: (1) How have the predictors of participation in AS-CTE coursework changed during the decade between 2004 and 2013? (2) Were students in the class of 2013 more likely to participate in AS-CTE than those in the class of 2004? (3) Is there a specific difference in AS-CTE participation for female students and students with disabilities in the class of 2013 as compared to the class of 2004? Research Design To respond to these questions, we merged two nationally representative datasets—the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:2009). We employed basic logistic regression to explore changes in participation and ordinary least squares regression to explore changes in credit accumulation. We also utilized double hurdle and state fixed-effects models to account for various potential biases. Results We found that there were slight changes in predictors of applied STEM CTE course-taking, though female students remained significantly less likely than male students to participate in each cohort. Exploring across cohorts, we found students in the later cohort (HSLS:2009) to be both more likely to participate in applied STEM CTE and more likely to complete more units. Finally, when exploring female students and students with IEPs, we found that these students were more likely to participate in applied STEM CTE, but were not more likely to complete more units. Conclusions A first implication from these findings is that it appears the national efforts and sentiments around increasing high schoolers’ participation in CTE course-taking have taken hold. Second, it appears there may be a specific role for states as they look to grow participation in applied STEM CTE—and CTE in general. Finally, additional focus needs to be placed on increasing CTE participation for underrepresented students.

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Shtivelband, Annette, Lauren Riendeau, and Robert Jakubowski. "Building Upon the STEM Movement: Programming Recommendations for Library Professionals." Children and Libraries 15, no. 4 (December 1, 2017): 23. http://dx.doi.org/10.5860/cal.15.4.23.

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A growing body of evidence is showing that youth develop their interests in science, technology, engineering, and mathematics (STEM) through participation in activities across the informal and free-choice learning environments found in libraries.1 Many libraries have joined a national movement in which libraries deliver STEM programming to youth.2 Public libraries are a place for STEM learning,3 and children’s librarians are uniquely positioned to promote a love of STEM learning among youth through such programs. The benefits of STEM programming in public libraries are promising.4 For example, participating youth can become proficient in key STEM content and skills, such as critical thinking and engineering design processes.It is critical to youth and community success that these existing STEM programs continue to grow and expand. Public libraries are an ideal location for these programs. They provide a familiar and trusted learning environment for diverse and underserved families.5 Providing children’s librarians with a “six strand” framework will help guide the successful expansion of these fun and engaging STEM programs.6 This article provides specific recommendations and resources to help prepare and support librarians feel in adopting and implementing STEM in their programming.

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Saville, Elizabeth, Jennifer Jakobi, Anne Sophie Beaudoin, and Sabre Cherkowski. "Participation value of undergraduate students leading STEM outreach: evaluation of academic, personal, and professional effects." Advances in Physiology Education 46, no. 1 (March 1, 2022): 140–44. http://dx.doi.org/10.1152/advan.00032.2021.

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This study explores the academic, professional, and personal career benefits of leading science, technology, engineering, and mathematics (STEM) outreach, from the perspective of undergraduate student leaders. We consider traditional and nontraditional STEM university students, gender, and type of position (paid or volunteer) in this evaluation. Data were collected through an online survey completed by 30 former student STEM outreach leaders from the University of British Columbia. Self-reported survey data indicated that STEM outreach had a moderately strong average impact of 6.89 ± 1.55 out of 10 on participants’ personal, academic, and professional development, with no significant differences between these areas. Outcomes did not differ between genders, and paid work was found to contribute to greater personal and professional impact. The positive influence of outreach on academic and professional decision making was higher in traditional STEM fields than STEM-based health-science studies. The outcomes of this research adds insight into positive impacts of STEM outreach on university student instructors.

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Zhang, Yicong, Yanan Lu, Xianqing Bao, and Feng-Kuang Chiang. "Impact of participation in the World Robot Olympiad on K-12 robotics education from the coach's perspective." STEM Education 2, no. 1 (2022): 37. http://dx.doi.org/10.3934/steme.2022002.

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The integration of robotics education with science, technology, engineering, and mathematics (STEM) education has a great potential in future education. In recent years, numerous countries have hosted robotic competitions. This study uses a mixed research method to explore the coaches' views on student participation in the World Robot Olympiad (WRO) by incorporating the questionnaire surveys and interviews conducted at the 2019 WRO finals in Hungary. By quantitative and qualitative analyses, coaches generally agreed that participation in the WRO improved students' STEM learning skills and cultivated their patience and resilience in handling challenging tasks.

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Neill, Connor, Sehoya Cotner, Michelle Driessen, and Cissy J. Ballen. "Structured learning environments are required to promote equitable participation." Chemistry Education Research and Practice 20, no. 1 (2019): 197–203. http://dx.doi.org/10.1039/c8rp00169c.

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It is critical that we understand and address features of learning environments that encumber students historically underrepresented in STEM fields. Here we consider social elements of group work that can either support or impede learning. We tracked gender-bias in student–teaching assistant (TA) interactions in 184 small groups across 27 introductory chemistry laboratories in fall 2017. We demonstrate that in some environments male students interacted with TAs disproportionately more than female students. To promote verbal participation of women in introductory chemistry courses, we advocate for improved TA training programs that teach a host of equitable teaching strategies to enhance the climate of the classrooms and consequently, improve learning. Fostering a structured, inclusive classroom environment is the first step towards achieving equity more broadly across STEM.

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Chung, Yunjeong. "The Personality Traits of Korean Undergraduate Students and Their Participation in Classroom: The Use of Google Docs and TV Series The Office." STEM Journal 19, no. 1 (February 2018): 1–19. http://dx.doi.org/10.16875/stem.2018.19.1.1.

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Ballen, Cissy J., Marie Danielsen, Christian Jørgensen, John-Arvid Grytnes, and Sehoya Cotner. "Norway’s gender gap: classroom participation in undergraduate introductory science." Nordic Journal of STEM Education 1, no. 1 (November 15, 2017): 262. http://dx.doi.org/10.5324/njsteme.v1i1.2325.

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ABSTRACT: To assess the extent that gender disparities exist at the undergraduate level in STEM, we analyzed participation in three large introductory biology classes in Norway, a country with one of the highest ratings of gender equality in the world. Biology 100 is a traditionally taught lecture course for first year students that has one instructor, and employs diverse pedagogical techniques to increase engagement. Biology 102A and 102B are two immersive field courses for second year students; classes often take place in atypical teaching venues both indoors and outside. In Biology 100 and Biology 102B, we discovered that women participate less than would be expected given their numerical dominance, matching results from similar research conducted in the United States. In Biology 102A women participate the amount that would be expected given their numbers, and in no instances did we observe women speaking significantly more than would be expected. We discuss our results in the context of female success in STEM. If gender gaps in participation and performance are mutually reinforcing, educators seeking to promote women should address both factors simultaneously to maximize student achievement. Effective interventions are of critical importance for women in science, and have strong implications for the achievement of equity in STEM disciplines.

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Journal articles on the topic 'STEM participation'

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