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Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global competiveness and prosperity. In the Gulf Cooperation Council (GCC) States, recent long-term policy plans emphasize the ever-increasing need of transition to a knowledge-based economy and preparing highly qualified nationals with credentials in STEM fields to meet the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in GCC students’ achievement in STEM subjects. Demonstrably, the GCC youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. This paper presents the results of a systematic review conducted on STEM education research in GCC countries. The review seeks to contribute to the body of the existing STEM literature, explore the factors influencing student participation in STEM, and identify the gaps in STEM education research in those countries.

This study examined pre-service mathematics teachers' attitudes towards teaching profession and explored the impact of gender and grade level on their attitudes. Participants consisted of 162 pre-service teachers, enrolled in elementary mathematics education program at a middle sized public university located in the Mediterranean region of Turkey. Data were collected during the fall semester of 2012-2013 academic years, from four different grade levels. As the data collection instrument 'Attitude Scale towards the Profession of Teaching', was administered to the participants. A two-way ANOVA was conducted to explore the impact of gender and grade level on attitude scores. In general, the results revealed that pre-service teachers had positive and high attitudes towards teaching profession. However, their attitudes differed statistically significant with respect to gender and grade level. In particular, female pre-service teachers had higher attitudes than male pre-service teachers. Besides, pre-service teachers' attitudes decreased statistically significant as they moved from beginner to senior level.

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