scholarly journals Beyond the “STEM Pipeline”: Expertise, Careers, and Lifelong Learning

Minerva ◽  
2021 ◽  
Author(s):  
John D. Skrentny ◽  
Kevin Lewis
Keyword(s):  
African Americans ◽  
Lifelong Learning ◽  
Stem Education ◽  
National Survey ◽  
College Graduates ◽  
Skills Training ◽  
Forward Movement ◽  
Science And Engineering ◽  
Science Technology ◽  
Stem Pipeline

AbstractStudies of education and careers in science, technology, engineering, and math (STEM) commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length (i.e. that it “starts” and “stops” at specific stages in one’s education or career), contents (i.e. that some occupational fields are “in” the pipeline while others are not), and perceived purpose (i.e. that “leakage,” or leaving STEM, constitutes failure). Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements (rather than occupational titles) paints a very different portrait of the STEM workforce—and persistence in it (where substantial attrition remains evident, especially among women and African Americans). Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity.

Old Problem, New Perspectives: Applying Anzaldúan Concepts to Underrepresentation in STEM

2020 ◽  
pp. 089484532090179
Author(s):  
Ellen Hawley McWhirter ◽  
Rachel Gali Cinamon
Keyword(s):  
Stem Education ◽  
Minority Groups ◽  
Skills Training ◽  
Ethnic Minority Groups ◽  
Stem Fields ◽  
Top Down ◽  
Work Settings ◽  
Science Technology ◽  
Information Awareness ◽  
And Mathematics

Women and members of many ethnic minority groups continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) education and work settings. In this article, we propose that Gloria Anzaldúa’s concepts of nepantla and nepantleras/os can be used to enrich perspectives on underrepresentation among those studying, working, and persisting in STEM fields. We describe how diversity practices may fail to address and foster inclusion in STEM education and workplaces and link inclusion and belonging to engagement and retention in STEM. Recommendations are offered for combining top-down and bottom-up strategies providing information, awareness, and skills training in STEM environments, including recognizing and engaging the insights and experiences of nepantleras/os.

Critism of STEM Education

2019 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Data Science ◽  
College Graduates ◽  
The Other ◽  
Real Wages ◽  
Science And Engineering ◽  
Science Technology ◽  
Bachelor's Degrees ◽  
Applied Approach ◽  
And Mathematics ◽  
Slow Growing

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. However, the focus on increasing participation in STEM fields has attracted criticism. First, no one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelor's degrees or higher. Second, most studies report that real wages in many—but not all—science and engineering occupations have been flat or slow-growing, and unemployment as high or higher than in many comparably-skilled occupations. Third, based on the data, science should not be grouped with the other three STEM categories, because, while the other three generally result in high-paying jobs, many sciences, particularly the life sciences, pay below the overall median for recent college graduates. Efforts to remedy the perceived domination of STEM subjects by men of Asian and non-Hispanic European backgrounds has led to intense efforts to diversify the STEM workforce. However, I feel that this practice in higher education, as opposed to a strict meritocracy, causes lower academic standards.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals Augmented Reality in STEM Education: Bibliometric Analysis

2021 ◽  
Vol 4 (4) ◽  
pp. 605-623
Author(s):  
Tarık Talan
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Bibliometric Analysis ◽  
Stem Education ◽  
Web Of Science ◽  
Mixed Reality ◽  
Interactive Learning Environments ◽  
Science Technology ◽  
Number Of Publications ◽  
Number Of Citations

Augmented reality applications in STEM education have increasing importance in recent years and it draws attention that scientific studies on this subject have gained momentum in the literature. The purpose of this research is to conduct a bibliometric analysis of studies on the use of augmented reality applications in STEM education in the literature. The Web of Science database has been used to collect the data. A total of 741 studies were accessed by going through various screening processes for the research. Content analysis and bibliometric analysis have been used in the analysis of the data. In the research, the distribution of publications by years and countries and the most published authors, journals, and countries were accessed. As a result of the research, in terms of the institutions with which the authors work, "National Taiwan University of Science Technology" ranked near the top for the number of citations and "National Taiwan Normal University" ranked near the top for the number of publications as the most productive institutions. It has been detected that "Wu, H. –K." and "Chang, H. –Y" are the most effective and productive researchers. According to the analysis conducted in the context of journals, "Computers Education" and "Interactive Learning Environments" have been the journals that contributed the most to this subject. As a result of the analysis, it was found that the co-authorship network structure is predominant in England and Spain. Concepts that become apparent in clusters in co-occurrences analysis are "augmented reality", "virtual reality", "mobile learning", "science education" and "mixed reality".

scholarly journals Leisure-time physical activity in relation to depressive symptoms in African-Americans: Results from the National Survey of American Life

2013 ◽  
Vol 56 (6) ◽  
pp. 410-412 ◽  
Author(s):  
Elisa R. Torres ◽  
Carolyn M. Sampselle ◽  
David L. Ronis ◽  
Harold W. Neighbors ◽  
Kimberlee A. Gretebeck
Keyword(s):  
Physical Activity ◽  
Depressive Symptoms ◽  
African Americans ◽  
National Survey ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
American Life

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

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