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2 results

  • Chapter 15 - The future of STEM education

  • from Part 3 - Why STEM?
  • Anne Forbes, Macquarie University, Sydney, Vinesh Chandra, Queensland University of Technology, Linda Pfeiffer, Central Queensland University, Rachel Sheffield, Curtin University, Perth
  • Book:
    STEM Education in the Primary School
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 353-367

  • Summary

    What is the future of STEM education and how will it be enacted and viewed over the next decade? This chapter uses the 100-plus years of collective STEM education wisdom of the authors to predict the future of STEM in Australian primary schools. The chapter first presents a short historical review of the ascent of STEM from its birth and then maps its current trajectory. Next it discusses careers of the future and the need for both STEM skills and STEM content knowledge, with an emphasis on the former. The United Nations Sustainable Development Goals are discussed as a context for the globalisation of STEM education, followed by a discussion of future trends spurred by the use of innovative technologies. Lastly, the chapter focuses on how to develop your own STEM identity.

Identity Development during STEM Integration for Underrepresented Minority Students

Identity Development during STEM Integration for Underrepresented Minority Students
  • Sophie L. Kuchynka, Alexander E. Gates, Luis M. Rivera
  • Published online:
    29 October 2020
    Print publication:
    26 November 2020
  • Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions.