Location
Mezzanine M3
Start Date
8-8-2016 11:15 AM
End Date
8-8-2016 12:30 PM
Subjects
STEM education, Females, Males, Student motivation, Youth, Gender differences, Student engagement, Occupational aspiration, Career planning, Science careers, Science interests, Mathematics attitudes, Subject selection (Students), Self concept, Longitudinal studies, Upper secondary years
Abstract
Sufficient numbers of people with science and mathematics qualifications are needed for continuing growth in productivity and industry innovation. The Australian Industry Group (2015, p. 5) cautioned, ‘the pipeline of STEM skills to the workforce remains perilous’ because participation in sciences and advanced mathematics at school and university is in decline, participation is not comparable with other nations, and our students underperform in major international studies. Gender differences in enrolments and career plans continue to fuel the concern of researchers with interest in gender equity. Many have argued girls prematurely restrict their options by discontinuing particular STEM subjects in adolescence, which has ramifications for women’s later wellbeing from economic and psychological perspectives. Much research has concentrated on whether and how girls/boys are differently motivated in particular learning domains, towards different career aspirations, and how features of the learning environment can promote or diminish their motivations. In the STEPS Study (http://www. stepsstudy.org), I have been following longitudinal samples of youth over the past two decades using these frames to examine boys’/girls’ motivations in particular subjects; how motivations matter differently for girls/boys; in directing them towards particular purposes and aspirations; and as they are influenced by features of their learning environments. STEM participation is an issue in Australia, as in the US and many countries of the OECD. There have been two main arguments put forward as to why we should care.
Recommended Citation
Watt, H. (2016, August 08). Promoting girls’ and boys’ engagement and participation in senior secondary STEM fields and occupational aspirations [Paper presentation]. Research Conference 2016 - Improving STEM Learning : What will it take?. https://research.acer.edu.au/research_conference/RC2016/8august/9
Copyright Statement
Copyright Australian Council for Educational Research 2016
Place of Publication
Melbourne Vic
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742864075
Promoting girls’ and boys’ engagement and participation in senior secondary STEM fields and occupational aspirations
Mezzanine M3
Sufficient numbers of people with science and mathematics qualifications are needed for continuing growth in productivity and industry innovation. The Australian Industry Group (2015, p. 5) cautioned, ‘the pipeline of STEM skills to the workforce remains perilous’ because participation in sciences and advanced mathematics at school and university is in decline, participation is not comparable with other nations, and our students underperform in major international studies. Gender differences in enrolments and career plans continue to fuel the concern of researchers with interest in gender equity. Many have argued girls prematurely restrict their options by discontinuing particular STEM subjects in adolescence, which has ramifications for women’s later wellbeing from economic and psychological perspectives. Much research has concentrated on whether and how girls/boys are differently motivated in particular learning domains, towards different career aspirations, and how features of the learning environment can promote or diminish their motivations. In the STEPS Study (http://www. stepsstudy.org), I have been following longitudinal samples of youth over the past two decades using these frames to examine boys’/girls’ motivations in particular subjects; how motivations matter differently for girls/boys; in directing them towards particular purposes and aspirations; and as they are influenced by features of their learning environments. STEM participation is an issue in Australia, as in the US and many countries of the OECD. There have been two main arguments put forward as to why we should care.
Comments
Concurrent session Block 1