Richie Pope
For parents who want to encourage their daughters in STEM subjects, it’s crucial to remember this: Math is the sine qua non. You and your daughter can have fun throwing eggs off a building and making papier-mâché volcanoes, but the only way to create a full set of options for her in STEM is to ensure she has a solid foundation in math. Math is the language of science, engineering and technology. And like any language, it is best acquired through lengthy, in-depth practice.…..Story continues….
Source: https://nytimes.com
.
Critics:
By cultivating an interest in the natural and social sciences in preschool or immediately following school entry, the chances of STEM success in high school can be greatly improved. STEM supports broadening the study of engineering within each of the other subjects and beginning engineering at younger grades, even elementary school. It also brings STEM education to all students rather than only the gifted programs.
In his 2012 budget,Barack Obama renamed and broadened the “Mathematics and Science Partnership (MSP)” to award block grants to states for improving teacher education in those subjects. In the 2015 run of the international assessment test the Program for International Student Assessment (PISA), American students came out 35th in mathematics, 24th in reading, and 25th in science, out of 109 countries.
The United States also ranked 29th in the percentage of 24-year-olds with science or mathematics degrees. STEM education often uses new technologies such as 3D printers to encourage interest in STEM fields. STEM education can also leverage the combination of new technologies, such as photovoltaics and environmental sensors, with old technologies such as composting systems and irrigation within land lab environments.
In 2006 the United States National Academies expressed their concern about the declining state of STEM education in the United States. Its Committee on Science, Engineering, and Public Policy developed a list of 10 actions. Their top three recommendations were to:
- Increase America’s talent pool by improving K–12 science and mathematics education
- Strengthen the skills of teachers through additional training in science, mathematics, and technology
- Enlarge the pipeline of students prepared to enter college and graduate with STEM degrees
The National Aeronautics and Space Administration also has implemented programs and curricula to advance STEM education to replenish the pool of scientists, engineers, and mathematicians who will lead space exploration in the 21st century. Individual states, such as California, have run pilot after-school STEM programs to learn what the most promising practices are and how to implement them to increase the chance of student success.
Another state to invest in STEM education is Florida, where Florida Polytechnic University, Florida’s first public university for engineering and technology dedicated to science, technology, engineering, and mathematics (STEM), was established. During school, STEM programs have been established for many districts throughout the U.S. Some states include New Jersey, Arizona, Virginia, North Carolina, Texas, and Ohio.
Continuing STEM education has expanded to the post-secondary level through masters programs such as the University of Maryland’s STEM Program as well as the University of Cincinnati. In the United States, the National Science Foundation found that the average science score on the 2011 National Assessment of Educational Progress was lower for black and Hispanic students than for white, Asian, and Pacific Islanders. In 2011, eleven percent of the U.S. workforce was black, while only six percent of STEM workers were black.
Though STEM in the U.S. has typically been dominated by white males, there have been considerable efforts to create initiatives to make STEM a more racially and gender-diverse field. Some evidence suggests that all students, including black and Hispanic students, have a better chance of earning a STEM degree if they attend a college or university at which their entering academic credentials are at least as high as the average student’s.
Although women make up 47% of the workforce in the U.S., they hold only 24% of STEM jobs. Research suggests that exposing girls to female inventors at a young age has the potential to reduce the gender gap in technical STEM fields by half. Campaigns from organizations like the National Inventors Hall of Fame aimed to achieve a 50/50 gender balance in their youth STEM programs by 2020. The gender gap in Zimbabwe’s STEM fields is also significant, with only 28.79% of women holding STEM degrees compared to 71.21% of men.
STEM fields have been recognized as areas where underrepresentation and exclusion of marginalized groups are prevalent. STEM poses unique challenges related to intersectionality due to rigid norms and stereotypes, both in higher education and professional settings. These norms often prioritize objectivity and meritocracy while overlooking structural inequities, creating environments where individuals with intersecting marginalized identities face compounded barriers.
For instance, individuals from traditionally underrepresented groups may experience a phenomenon known as “chilly climates” which refers to incidents of sexism, isolation, and pressure to prove themselves to peers and high level academics. For minority populations in STEM, loneliness is experienced due to lack of belonging and social isolation. The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition works to support STEM programs for teachers and students at the U.S. Department of Education, the National Science Foundation, and other agencies that offer STEM-related programs.
Activity of the STEM Coalition seems to have slowed since September 2008. Founded in 2001, STEM.org Educational Research™ is a private organization that operates a global trustmark framework for STEM education. Its credentialing system, which includes distinctions for educational programs, products, and professionals, is used to verify STEM authenticity and quality in over 80 countries.
In 2012, the Boy Scouts of America began handing out awards, titled NOVA and SUPERNOVA, for completing specific requirements appropriate to the scouts’ program level in each of the four main STEM areas. The Girl Scouts of the USA has similarly incorporated STEM into their program through the introduction of merit badges such as “Naturalist” and “Digital Art”.
SAE is an international organization, and provider specializing in supporting education, award, and scholarship programs for STEM matters, from pre-K to college degrees. It also promotes scientific and technological innovation.
Leave a Reply