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Education Sciences
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Sticking with STEM: Who Comes, Who Stays, Who Goes, and...
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Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (31 October 2023) | Viewed by 27015

Printed Edition Available!
A printed edition of this Special Issue is available here.

Special Issue Editors

Dr. Erin Mackenzie

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Guest Editor
Centre for Educational Research, Western Sydney University, Penrith, NSW 2751, Australia
Interests: girls’ participation in STEM; STEM education; adolescent online interactions; coping and mental health
Prof. Dr. Bernhard Ertl

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Guest Editor
Department for Human Sciences, Universität der Bundeswehr München, 85577 Neubiberg, Germany
Interests: learning; achievement; careers; factors regarding digital literacy; digital divide; intersectionality and equity of opportunities in STEM
Dr. Christine R. Starr

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Guest Editor
Department of Educational Psychology, University of Wisconsin—Madison, Madison, WI 53706, USA
Interests: STEM equity; identity and motivation; stereotypes; social support; gender and other social identities
Prof. Dr. Silke Luttenberger

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Guest Editor
Institute of Practical Education and Action Research, University College of Teacher Education Styria, 8010 Graz, Austria
Interests: career choice and development; career counseling; STEM education; scientific and digital literacy; gender differences in interest and motivation
Prof. Dr. Manuela Paechter

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Guest Editor
Educational Psychology Unit, Department of Psychology, University of Graz, A-8010 Graz, Austria
Interests: domain-specific anxieties in learning; personal attitudes; learning strategies and achievement; impact of stereotypes in learning and career orientation; learning with digital media; educational neuroscience
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are seeking contributions to a Special Issue on personal and contextual influences towards, or away from, diverse STEM pathways across stages and settings. The specific theme of “Sticking with STEM: Who comes, who stays, who goes, and why?” points to individual and organizational factors, as well as their impact on the career development process of the STEM workforce. The perspectives of an individual with a basic interest in STEM and that of organizations such as schools and companies that nourish STEM motivations both contribute to the individual’s career development. This Special Issue will address questions such as : what characterizes individuals coming into STEM, who persists and who leaves STEM, and which organizational aspects contribute? How can diversity in the workplace motivate pursuit and persistence of a career in STEM?

Potential topics may include:

  • Individual, family, teacher, and peer processes which impact STEM engagement and participation.
  • Key factors and good practices which promote STEM engagement and learning within schools, universities and workplaces.
  • STEM initiatives, schemes, networks and organizations.
  • Fostering interest and motivation in STEM subjects and preparing workers for the future.

Dr. Erin Mackenzie
Prof. Dr. Bernhard Ertl
Dr. Christine R. Starr
Prof. Dr. Silke Luttenberger
Prof. Dr. Manuela Paechter
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM education
  • STEM careers
  • gender motivation self-concept interests

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Published Papers (10 papers)

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Editorial

Jump to: Research

4 pages, 388 KiB  
Editorial
From Early Interest to Career Persistence: Understanding and Supporting STEM Pathways
by Manuela Paechter, Silke Luttenberger, Christine R. Starr, Erin Mackenzie and Bernhard Ertl
Educ. Sci. 2024, 14(7), 767; https://doi.org/10.3390/educsci14070767 - 14 Jul 2024
Viewed by 1076
Abstract
Knowledge, competencies, and reflective attitudes regarding STEM (science, technology, engineering, and mathematics) are essential for navigating global and societal changes in the economy and workforce [...] Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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Research

Jump to: Editorial

16 pages, 1077 KiB  
Article
Increasing Self-Concept and Decreasing Gender Stereotypes in STEM through Professional Development for Early Childhood Educators
by Sarah Feierabend, Sabine Hasenhütl, Manuela Paechter, Silke Luttenberger, Marina W. T. Eglmaier and Lars Eichen
Educ. Sci. 2024, 14(1), 81; https://doi.org/10.3390/educsci14010081 - 11 Jan 2024
Cited by 1 | Viewed by 2158
Abstract
Starting early in life, children, especially girls, experience obstacles when it comes to developing an interest in STEM. Although early childhood (EC) educators face an important task in promoting girls (and boys) in STEM, they often face challenges in doing so. Therefore, it [...] Read more.
Starting early in life, children, especially girls, experience obstacles when it comes to developing an interest in STEM. Although early childhood (EC) educators face an important task in promoting girls (and boys) in STEM, they often face challenges in doing so. Therefore, it is crucial for EC educators to cultivate positive attitudes, self-concepts, and STEM skills. To address these identified issues, a three-month professional development program was created for EC educators. This professional development program was evaluated using a pre–post design with a focus on the self-concept and gender stereotypes of EC educators. The program involved 30 female EC educators in evaluating these aspects. The statistical analyses show positive results in enhancing educators’ self-concepts and reducing gender stereotypes over the course of this professional development program. The results suggest the potential of the blended learning design in this professional development program and indicate that this program could serve as a promising model for future interventions. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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20 pages, 337 KiB  
Article
Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test
by Regina Reichardt, Celina Rottmann, Laura Russo, Kathrin J. Emmerdinger and Sigrun Schirner
Educ. Sci. 2023, 13(9), 899; https://doi.org/10.3390/educsci13090899 - 6 Sep 2023
Cited by 1 | Viewed by 1686
Abstract
Despite societal efforts toward enhancing gender equality, females are still underrepresented in STEM (science, technology, engineering, mathematics). Prominent explanations draw on gender differences in attitudes about STEM (with females holding more negative attitudes than males), which result from the gender stereotype that STEM [...] Read more.
Despite societal efforts toward enhancing gender equality, females are still underrepresented in STEM (science, technology, engineering, mathematics). Prominent explanations draw on gender differences in attitudes about STEM (with females holding more negative attitudes than males), which result from the gender stereotype that STEM is a male domain. While a lot of research has focused on explicit attitudes, little is known about implicit attitudes toward STEM. The present research sought to examine implicit attitudes among adolescents, and how they relate to other STEM cognitions. We measured implicit attitudes about the STEM concept as a whole, and about math in particular. For this purpose, we developed two Brief Implicit Associations Tests (BIATs) and administered them online in a sample of adolescents (N = 517). We additionally measured a variety of self-reported motivational and social-psychological variables (interest, aspiration, self-concept of ability, and sense of belonging to the math and STEM community, respectively), which previous research has identified as factors contributing to the gender gap in STEM participation. Our findings confirm the reliability and validity of both the STEM BIAT and the Math BIAT. Moreover, implicit STEM attitudes predicted interest in and aspiration for STEM, self-concept of STEM ability, and sense of belonging to the STEM community. Similarly, implicit math attitudes predicted interest in and aspiration for math, and sense of belonging to the math community (but not self-concept of math ability). Our findings confirm that our novel online BIATs are efficient measurement tools of implicit attitudes in adolescents. Moreover, our findings underscore the significance of implicit attitudes in the STEM domain. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
19 pages, 951 KiB  
Article
Leveraging Cultural Wealth, Identities and Motivation: How Diverse Intersectional Groups of Low-Income Undergraduate STEM Students Persist in Collegiate STEM Environments
by Raeshan D. Davis and Zakiya Wilson-Kennedy
Educ. Sci. 2023, 13(9), 888; https://doi.org/10.3390/educsci13090888 - 1 Sep 2023
Cited by 2 | Viewed by 3472
Abstract
Grounded in a conceptual framework incorporating intersectionality, motivation, self-determination, and self-efficacy, this empirical study investigated how individuals’ identities, mindsets, and resources in educational environments intentionally cultivated to support their decision-making, development, and connections in the science community, can significantly increase the recruitment, persistence, [...] Read more.
Grounded in a conceptual framework incorporating intersectionality, motivation, self-determination, and self-efficacy, this empirical study investigated how individuals’ identities, mindsets, and resources in educational environments intentionally cultivated to support their decision-making, development, and connections in the science community, can significantly increase the recruitment, persistence, and success of low-income, academically talented science students from diverse backgrounds. Several factors—academic performance in coursework, self-image, self-agency, financial support, and social integration in the science culture—continue to significantly impact student retention and persistence in STEM disciplines. Many of these factors are negatively affected based on a students’ intersecting identities, which can be detrimental to their academic success if not addressed. We found that additional considerations to factor in concerning low-income students from diverse backgrounds that is pertinent to supporting their persistence and success in the postsecondary STEM educational context. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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25 pages, 1505 KiB  
Article
“Who’s Better at Math, Boys or Girls?”: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence
by Christine R. Starr, Yannan Gao, Charlott Rubach, Glona Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles and Sandra D. Simpkins
Educ. Sci. 2023, 13(9), 866; https://doi.org/10.3390/educsci13090866 - 25 Aug 2023
Cited by 5 | Viewed by 2767
Abstract
Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets [...] Read more.
Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets that span 1993 to 2011, we examined three questions: (1) What are the developmental changes in adolescents’ gender stereotypes about math abilities from early to late adolescence? (2) Do the developmental changes vary based on gender and race/ethnicity? (3) Are adolescents’ stereotypes related to their math motivational beliefs? Finally, (4) do these patterns replicate across two datasets that vary in historical time? Adolescents in grades 8/9 and 11 were asked whether girls or boys are better at math (n’s = 1186 and 23,340, 49–53% girls, 30–54% White, 13–60% Black, 1–22% Latinx, and 2% to 4% Asian). Early adolescents were more likely to be gender egalitarian or favor their own gender. By late adolescence, adolescents’ stereotypes typically shifted towards the traditional stereotype that boys are better. In terms of race/ethnicity, White and Asian adolescents significantly favored boys, whereas Black and Latinx adolescents were more likely to endorse gender egalitarian beliefs. Adolescents’ stereotypes were significantly related to their expectancy beliefs, negatively for girls and positively for boys. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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22 pages, 1349 KiB  
Article
Academic Self-Efficacy and Value Beliefs of International STEM and Non-STEM University Students in Germany from an Intersectional Perspective
by Judith Sarah Preuß, Julia Zimmermann and Kathrin Jonkmann
Educ. Sci. 2023, 13(8), 786; https://doi.org/10.3390/educsci13080786 - 2 Aug 2023
Viewed by 3015
Abstract
The expectancy–value theory (EVT) positions expectations and value beliefs as important predictors of academic success. We, thus, investigated the prevalence of academic self-efficacy and intrinsic, attainment, utility, and cost values amongst international STEM students in Germany, as well as their associations with gender, [...] Read more.
The expectancy–value theory (EVT) positions expectations and value beliefs as important predictors of academic success. We, thus, investigated the prevalence of academic self-efficacy and intrinsic, attainment, utility, and cost values amongst international STEM students in Germany, as well as their associations with gender, parental academic background, cultural characteristics, and their interplay. We also compared STEM to non-STEM students. Analyses with hierarchical multi-group regression models using data from 1590 international bachelor students (nSTEM = 882, nnon-STEM = 708) revealed high levels of academic self-efficacy, attainment, intrinsic, and utility values but also high costs. International STEM students indicated lower levels of academic self-efficacy than non-STEM students; all other results were similar in both subject-groups. There were no direct associations between gender and the expectancy–value components but continuous-generation students showed higher academic self-efficacy than first-generation students. Significant associations between cultural background and all expectancy–value components were identified, most of them applied to costs. In some cases, the associations differed by gender. Study-related language skills were related to all expectancy–value components whereas host- and home-culture orientations were distinctly associated with attainment, intrinsic, and utility values. Implications of the results for interventions supporting the academic success of international STEM students and future research needs are discussed. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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19 pages, 4487 KiB  
Article
Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?
by Tobias Bahr and Bernd Zinn
Educ. Sci. 2023, 13(5), 478; https://doi.org/10.3390/educsci13050478 - 9 May 2023
Cited by 5 | Viewed by 2697
Abstract
The current state of research in computer science education outlines gender differences in motivation, interest, and elective subject decisions in favor of male students. This study takes an exploratory approach to examine the gender differences in the interdisciplinary STEM profile subject Informatik, Mathematik, [...] Read more.
The current state of research in computer science education outlines gender differences in motivation, interest, and elective subject decisions in favor of male students. This study takes an exploratory approach to examine the gender differences in the interdisciplinary STEM profile subject Informatik, Mathematik, Physik (in short: subject IMP), which combines the three subjects of computer science, mathematics, and physics. A survey was conducted involving n = 336 (m = 236, f = 88, o = 12) subject IMP students in the 10th grade attending a Gymnasium in Baden-Württemberg, Germany. The deciding factors for choosing the subject, subject interest, motivation, and more were measured using a questionnaire. Overall, the subject IMP is most chosen by male students. For those students choosing the subject IMP, no statistically significant gender differences in subject interest in IMP, mathematics, and the STEM area or in motivation and vocational orientation in natural science and engineering were found in contrast to the state of research. The interdisciplinary character of the subject IMP could be more appealing to girls than computer science by itself. We conclude that, with a higher participation rate of female students, the subject IMP could be a first step in getting more women into STEM fields. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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20 pages, 1000 KiB  
Article
A Person-Centered Approach toward Balanced Gender Identity in Emerging Adults: Associations with Self-Esteem and Attitudes about Education
by Joyce J. Endendijk
Educ. Sci. 2023, 13(4), 424; https://doi.org/10.3390/educsci13040424 - 21 Apr 2023
Cited by 1 | Viewed by 2257
Abstract
Balanced identity theory (BIT) has played an important role in research examining women’s underrepresentation in science, technology, engineering, and mathematics (STEM). Yet, BIT’s main balanced-congruity principle has not been tested specifically for gender-science cognitions. Additionally, BIT’s predictions have been tested primarily from a [...] Read more.
Balanced identity theory (BIT) has played an important role in research examining women’s underrepresentation in science, technology, engineering, and mathematics (STEM). Yet, BIT’s main balanced-congruity principle has not been tested specifically for gender-science cognitions. Additionally, BIT’s predictions have been tested primarily from a variable-centered approach. The current study therefore examined whether (1) gender-science cognitions form a balanced identity configuration; (2) different identity profiles can be distinguished; (3) identity profiles differ in background characteristics, study motivation, and self-esteem. Dutch emerging adults (18–25 years old) enrolled in education (N = 318, 51% female) completed a gender-science Implicit Association Test (gender-science stereotypes) and questionnaires assessing felt similarity to males and females (gender identity), interest in science and liberal arts occupations (occupational self-concept), self-esteem, and study motivation and engagement. Hierarchical regression analyses revealed multiplicative interactions between gender-science stereotypes, gender identity, and occupational self-concept, providing evidence for a balanced identity configuration. Furthermore, latent profile analyses revealed three balanced identity profiles and two unbalanced profiles. Unbalanced identity profiles were characterized by non-Dutch ethnicity, lower educational level, and living independently without parents. The identity profiles did not differ in self-esteem and study motivation. Future research should examine the longer term consequences of unbalanced identity for academic and career pursuits. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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25 pages, 3295 KiB  
Article
Career Profiles of University Students: How STEM Students Distinguish Regarding Interests, Prestige and Sextype
by Divan Mouton, Florian G. Hartmann and Bernhard Ertl
Educ. Sci. 2023, 13(3), 324; https://doi.org/10.3390/educsci13030324 - 22 Mar 2023
Cited by 4 | Viewed by 2653
Abstract
Various factors may be important while individuals develop vocational aspirations. Although occupations that fit one’s personal interests appear to be attractive, contextual factors may repel groups, such as young girls, to develop towards areas such as STEM. Especially, the sextype of STEM occupations, [...] Read more.
Various factors may be important while individuals develop vocational aspirations. Although occupations that fit one’s personal interests appear to be attractive, contextual factors may repel groups, such as young girls, to develop towards areas such as STEM. Especially, the sextype of STEM occupations, that is often considered as male, could limit STEM career choice of young girls. This study investigates career profiles of n = 9277 German university freshmen based on interests, prestige, and sextype. Eleven latent profiles were found. Five profiles can be characterized by their prestige levels and two further by their sextype. Certain profiles are significantly associated with study outcomes and study satisfaction, which allows to identify at-risk profiles. Of note, especially female students in STEM subjects with a low proportion of females distributed widely across the 11 profiles. The implications of this study suggest that career choice profiles according to Gottfredson’s framework can help to identify at-risk students. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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21 pages, 1801 KiB  
Article
What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics
by Sarah Isabelle Hofer, Frank Reinhold, Dilan Hulaj, Marco Koch and Jörg-Henrik Heine
Educ. Sci. 2022, 12(11), 775; https://doi.org/10.3390/educsci12110775 - 1 Nov 2022
Viewed by 2711
Abstract
While math performance does not seem to differ systematically between males and females, it is one of the subjects that is consistently perceived as “male” with girls regularly reporting lower levels of motivation and less positive attitudes than boys. This study aimed to [...] Read more.
While math performance does not seem to differ systematically between males and females, it is one of the subjects that is consistently perceived as “male” with girls regularly reporting lower levels of motivation and less positive attitudes than boys. This study aimed to uncover gender-specific relations between perceived self-determination, engagement, and performance in school mathematics that might help to better understand this discrepancy. In an online study, we hence assessed perceived competence and autonomy support, social relatedness, cognitive and behavioral engagement, math performance as well as sustained attention as a basic cognitive prerequisite in a sample of N = 221 Seventh-Grade students from southern Germany (Mage = 12.84 years, SDage = 0.55, Nfemales = 115). As expected, we found no gender differences in math performance. In multiple group path analyses, perceived autonomy support was the most consistent predictor of cognitive and behavioral engagement for both girls and boys. While it did not affect math performance directly, we found significant indirect effects via cognitive engagement for girls, and via behavioral engagement for boys, whereas competence support in the math classroom, which female students perceived as significantly lower than male students, negatively predicted only girls’ performance, sustained attention explained a considerable part of boys’ math performance. Girls seem to experience competence support less often than boys, and if they do, we assume it to be in response to low performance rather than to encourage high competence and nurture talent. Our results suggest promising avenues for future research and implications for math classrooms. Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
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