Exploding Stereotypes: Care and Collaboration in the STEM Sciences

Abstract

Overview and Aims Research has found that students in schools often hold stereotypes of STEM (Science, Technology, Engineering, and Mathematics) subjects and careers: they view them as maledominated, individualistic 8 and uncaring. They are perceived to marginalize women. 6 These stereotypes are reinforced by mass media 9 and by curricula and in class activities that may not include girls' preferred learning styles, 3 which centre around collaboration and relationships 3. Students hold views that scientists are men, 7 that males are better at STEM fields 8 and have negative notions of females in these fields. 1 As students view STEM fields to not encompass collaboration, connection, and care, 2 a significant number of girls choose not to go into them for careers. 5 However, these conceptions are questionable as the STEM careers, for example the field of engineering, in fact require collaborative work, which is embedded in an ethic of care. The researchers conceptualize care as collaborating with others in the development of solutions to societal issues embedded in a framework of concern for the welfare of other people. Care is a necessary component of successful group work and is thus related to effective engineering design by the researchers, as engineering frequently depends on multidisciplinary teams. This paper presents the findings of a collaborative study that explored stereotypes and how these might be addressed. In particular, it discusses: