How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

Cannady, Matthew A.; Moore, Debra; Votruba‐Drzal, Elizabeth; Greenwald, Eric; Stites, Regie; Schunn, Christian D.

doi:10.1186/s40594-017-0079-y

Cited by 9 publications

(4 citation statements)

References 58 publications

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“…Blotnicky, Franz-Odendaal, French, and Joy (2018) have recognized a need to improve access to knowledge which facilitates students' understanding of STEM careers and the nature of STEM work. According to Cannady et al (2017), one-size-fits-all policies for broadening participation in the STEM workforce are unlikely to be successful, but programs that are designed to generate wonder and fascination with STEM content may be successful in attracting more girls (Cannady et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

et al. 2019

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Background: Despite the increasing need for STEM skills, to date, the connection between STEM subject choices and their impact on students' educational pathways has not been widely studied. Focusing on the mathematics choice (basic/advanced/no mathematics), a large register dataset that covered students admitted to Finnish universities during 2013-2015 (N = 46,281) was combined with upper-secondary school matriculation examination data (N = 93,955) to find out how this choice influenced the students' university admissions. This large dataset was also examined to establish the current gender distributions in different university degree programs from the perspective of mathematics choices. Further, to find out the students' reasons behind their mathematics choices, a cohort sample of 802 student responses was collected from upper-secondary schools. We also investigated the students' interests in different fields of study to establish any gender differences in them. Results: The register data analysis suggested that in Finland, students' mathematics choices had a strong influence on the university admission outcomes. For instance, only 33% of the upper-secondary school graduates took the advanced mathematics ME test in 2013-2015, yet the number of those admitted to universities who had taken the advanced mathematics ME test was 55%. Most of the university degree programs were female dominated, yet the university students with advanced mathematics were mostly male, and especially the STEM fields in the Finnish universities were male dominated. As for the reasons behind the mathematics choices, students who chose advanced mathematics believed in its usefulness for their future studies and careers. We also found significant gender-based educational differences regarding all the study fields, with STEM careers attracting more males than females. Conclusion: Advanced mathematics was highly valued in Finnish universities, and many students chose advanced mathematics believing in its usefulness for their future studies or careers. Yet, their further study interests and career plans were segregated by gender. As there is a rising need for STEM skills, we must seek effective ways to deliver the evolving possibilities of STEM fields to students, especially girls, during the earlier years of their educations.

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Section: Discussionmentioning

confidence: 99%

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

et al. 2019

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“…Empirical findings of this study show how stereotypes about women in STEM can sometimes be perpetuated by everyday interactions in the classroom, especially when STEM teachers are not conscious of the fact that stereotypes are internalized and are continuing to make their way into classrooms and schools. Therefore, Hong Kong schools are urged to initiate more diverse types of STEM programs because it can develop capabilities for women's aspirations and fascination for STEM and motivate their participation in the STEM taskforce (Cannady et al, 2017). One of the local popular programs Girls Go Tech (GGT) School Programme, which is a year-long, schoolbased program launched in 2015, aims to encourage women secondary school students from deprived backgrounds to pursue traditionally maledominated, STEM-related subjects to maximize their future career options (The Women's Foundation, 2015).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Gender Equity in STEM in Higher Education

Ro¹,

Fernandez²,

Ramon³

2021

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“…This emphasis on the unidirectional flow out of the traditional school system is likely an artifact of the prevalent metaphor of a "pipeline" to college graduation, especially in STEM fields. This metaphor not only is a poor representation of the myriad paths individuals take through their educational journeys, it also limits the perspectives taken and questions asked by researchers and policy makers (Cannady, et al, 2017).…”

Section: Intro/backgroundmentioning

confidence: 99%

Young Adult Learners: Meeting Expectations and Finding Value

Cannady¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This paper draws on a National Science Foundation-funded project that engages students in a combination of relevant content learning and project-based investigations that enable them to experience science, technology, engineering and math (STEM) content in relation to the world around them. Using the Expectancy Value theoretical framework (Eccles, 2002), we examine the ways in which students' values of science and expectancies for success contribute to levels of engagement in the program. Through a case study approach, we use an equity-oriented analytical lens to examine the interaction between students' motivation and expectations for success and the approach to equity in the learning environment. We present three cases to illustrate the ways in which alignment (or misalignment) can impact students' level of engagement. Findings contribute to greater understanding of how to design learning experiences that tap into students' values of science and success thereby increasing engagement.

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How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

Cited by 9 publications

References 58 publications

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

Gender Equity in STEM in Higher Education

Young Adult Learners: Meeting Expectations and Finding Value

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