Leveraging Social Capital to Broaden Participation in STEM

Abstract

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.

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment

“…Local labor markets and family contexts in rural and small-town areas could steer young students toward (or away from) particular industries or occupations (Petrin et al, 2014). The occupations that rural and small-town students are exposed to, and the information channels and social capital they experience, affect their educational and career aspirations and choices (Agger et al, 2018;Byun et al, 2012;Johnson, 2017;Saw, 2020;Wells et al, 2019).…”

Longitudinal associations between parent degree/occupation, parent support, and adolescent motivational beliefs in STEM

“…Next, we showed that parents who had a STEM degree/occupation provided more STEM support compared to parents without a STEM degree/occupation, which aligns not only with the parent socialization model (Eccles, 2005) but also with the literature on STEM capital (DeWitt et al, 2016). STEM capital (labeled “science capital” in the authors' original wording) pertains to individuals' knowledge, attitudes, experiences, and social connections to access assets that facilitate their advancement in STEM (DeWitt et al, 2016; Saw, 2020). Although parent STEM degree and occupation only represent two potential constituents of STEM capital, our findings support the notion that parents with more STEM capital provide more STEM support (DeWitt et al, 2016; Plasman et al, 2020).…”

Social climate of support for innovativeness

“…The business incubator centers in the United States and Poland are forms of social support for innovativeness and entrepreneurship (Al-Mubaraki et al, 2017;Malecki, 2018;Hassan, 2020;Wolniak et al, 2019;Hausberg and Korreck, 2020;Torun et al, 2018). Technical education and a large number of STEM (Science, Technology, Engineering, Mathematics) graduates are affected and linked to social support for innovativeness and entrepreneurship (Niittylahti et al, 2021;Saw, 2020;Aguilar and Turmo, 2019;Garcia-Morales et al, 2021;Haviland and Robbins, 2021;Grebski and Grebski, 2016;Grebski and Grebski, 2019;Aguilar and Turmo, 2019;Garcia-Morales et al, 2021;Haviland and Robbins, 2021). A social culture of respecting and protecting intellectual property is also a another form of social support for innovative behavior (Holgersson et al, 2018;Grebski and Wolniak, 2018).…”