Student perceptions of Science, Technology, Engineering and Mathematics (STEM) content and careers

Christensen, Rhonda; Knezek, Gerald; Tyler‐Wood, Tandra

doi:10.1016/j.chb.2014.01.046

Cited by 104 publications

(79 citation statements)

References 8 publications

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“…Middle school represents a transition in terms of preparation for learners and begins a decline in female student achievement, confidence, and interest in STEM (Else-Quest et al, 2010;George et al, 1992). Appropriately, middle school represents the most appropriate stage to initiate interventions designed to develop lasting interest in STEM that can be sustained through high school (Christensen et al, 2014). Based on the results of this study, we propose that more research is necessary to assess the effects of OST programs on STEM interest in the early grades, but more resources should be invested to develop and sustain middle and high school OST STEM programs.…”

Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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“…First, the U.S. Government expects the number of information systems jobs to grow significantly more than the national average in the period from 2014-2024, and the supply of qualified workers will not be able to meet the demand (United States Department of Labor, 2016). Because interest in IS by men is also declining (Christensen, Knezek, & Tyler-Wood, 2014;Joshi & Kuhn, 2011;McLachlan, Craig, & Coldwell-Neilson, 2016), increasing the participation of talented women is an important way of growing the technology labor pool.…”

Section: Figure 1 Percent Of Female Employees At Selected Technologymentioning

confidence: 99%

How Can Universities Best Encourage Women to Major in Information Systems?

Anderson¹,

Edberg²,

Reed³

et al. 2017

CAIS

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Abstract:Despite both government and industry initiatives, the under-representation of women in information systems (IS) continues. Can academia help right this imbalance by helping fill the pipeline for technically qualified female employees? We analyze the results of four experimental interventions based on empirical studies and prior surveys designed to address this issue. We conducted these interventions as projects in an introductory undergraduate IS class in a public university in the western US. Sadly, none were effective in encouraging more female students to consider majoring in IS.

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“…There are also some studies related to STEM Career Institute Survey (STEM-CIS) that some of them describes the low socioeconomic status student's STEM Career Interest [11] and related also with student perceptions of STEM content and careers [12]. Another study discusses about educational research and development (R&D) in the field of STEM Career Interest Survey that aims in developing and validating the instruments [13][14].…”

Section: Introductionmentioning

confidence: 99%

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

Winarno

Widodo

Rusdiana

et al. 2017

J. Phys.: Conf. Ser.

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Abstract. This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

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Student perceptions of Science, Technology, Engineering and Mathematics (STEM) content and careers

Cited by 104 publications

References 8 publications

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

How Can Universities Best Encourage Women to Major in Information Systems?

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

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