Improving recruitment and gender equity in science and technology education

Transcription

1 Improving recruitment and gender equity in science and technology education Symposium presented at the Visions conference, Oslo, May 19 th, 2011 Ellen Karoline Henriksen, Maria Vetleseter Bøe, Marianne Løken, Fredrik Jensen and Jørgen Sjaastad

2 Symposium overview Four papers related to recruitment and gender equity in Science, Technology, Engineering and Mathematics (STEM) education: Why not science? - Understanding young people s educational choice Ellen Karoline Henriksen Science choice in upper secondary school: What matters? Maria Vetleseter Bøe Gendered meanings in young women s educational choices Marianne Løken The value of good mentors: Success criteria identified in a recruitment initiative Fredrik Jensen and Jørgen Sjaastad

3 Research on educational choice Am I clever enough? Am I really interested? Will the profession suit me and my personality? Will I get a job? Does the education suit my goals and ideals? What do these professionals actually do at work? Will I find it meaningful? Redbaron/ Dreamstime How much time and effort will it cost me?

4 Presentation of the research group

5 A Norwegian study: Lily Choosing or not choosing STEM education Aim: Contribute to improved recruitment and gender balance in science and technology higher education by Developing knowledge about how young people make educational choices (with regard to STEM) Stimulating informed debate and contributing with advice regarding recruitment initiatives, teaching approaches, and science communication

6 A Norwegian study: Lily Choosing or not choosing STEM education Data collection through paper-and-pen questionnaire, August 2008 ~ 9000 responses from 1 st -year students in higher education ~ 5000 responses from upper secondary school students Collected stories from female STEM students, Write your choice, 2009 Summary of results: vilje-con-valg

7 European project: IRIS EU s FP 7, Science in Society University of Oslo is coordinator 6 partners in 5 European countries Associated partners invited to collect data in other countries

8 European project: IRIS Electronic questionnaire, data collection March June 2010 Associated partners may collect questionnaire data later Qualitative studies of educational choice and the effects of recruitment initiatives

9 Why not science? Understanding young people s educational choice Ellen Karoline Henriksen Department of Physics, University of Oslo e.k.henriksen@fys.uio.no

10 Rapporter 2008/29 STEM recruitment: A description of the situation Norway: Predicts shortages in engineering, physics and mathematics graduates in the workforce Roger Bjørnstad, Dennis Fredriksen, Marit L. Gjelsvik og Nils Martin Stølen Tilbud og etterspørsel etter arbeidskraft etter utdanning, Statistisk sentralbyrå Statistics Norway Calls for a substantial increase in the percentage of STEM professionals in the workforce. Increasing the number of women would go a long way towards meeting this challenge

11 Research on educational choice Am I clever enough? Am I really interested? Will the profession suit me and my personality? Will I get a job? Does the education suit my goals and ideals? What do these professionals actually do at work? Will I find it meaningful? Redbaron/ Dreamstime How much time and effort will it cost me?

12 Eccles et al s expectancy-value model (Eccles & Wigfield 2002) Expectation of success CHOICE Subjective value Interest- and enjoyment value Attainment value Utility value Relative cost

13 We will use the expectancy-value model to frame and interpret some prominent findings from the Lily and IRIS studies

14 ALL students want to realise their own potential and do something interesting, meaningful and fulfilling.

15 Working with something I am interested in Very important Not important jenter gutter

16 Show youth that a science career can be interesting, fulfilling, challenging and meaningful!

17 «What do you want to be when you grow up?» «Who do you want to be when you grow up?» I wanted to become good at physics. Learn more about nature, why things happen [..] Wanted to be good at something that not everyone is [good at]. Read the book Dark matter (cool physicist in there) Lightpoet/Dreamstime Norwegian Lily respondent

18 Hotel management student, Lily want to work more with creativity; education within [STEM] is often not well paid, and with low social standing. Want to work with more modern studies

19 Stereotypical images influence youth s educational choices Taconis & Kessels (2009) Int J Sci Educ The Physics student Not attractive Not socially competent Not creative Very intelligent and motivated Who am I? The language student Attractive Socially competent Creative Not very intelligent and motivated Redbaron/ Dreamstime

20 Olly/Shutterstock Show that science is compatible with diverse and attractive identities! Help girls to see themselves in science

21 Young people (particularly girls) have moderate self efficacy and high perception of the cost of STEM studies Graduate engineering Sivilingeniør Male-dominated STEM Guttedominerte (physics, maths, ) studier Female-dominated STEM (biology, Jentedominerte pharmacy, studier..) Mestringsforventning Expectation of success Graduate engineering Sivilingeniør Expected cost of STEM higher than other options Kostnad Male-dominated STEM Guttedominerte (physics, maths, ) studier Female-dominated STEM (biology, Jentedominerte pharmacy, studier..)

22 Low self efficacy and high perception of cost (particularly among girls) I think there are more boys in science and maths because they are generally more confident of their talents ( ) Girls doubt if they will be able to make it Norwegian IRIS respondent

23 Make them confident that they can succeed! Address the notion that science is hard and demanding; assure them that they will get support! CandyBox /Dreamstime

24 Lily: Students express very high motivation at the start of higher education Disagree Sykepleie Nursing (3,7) Health Helse (3,5) Engineering Ingeniør (3,5) Economy NHH (3,5) Graduate engineering Sivilingeniør (3,5) Computer Informatikk science (3,5) Natural Naturvitenskap science (3,4) Matematikk Maths and og physics fysikk (3,4) Travel Reiseliv and og tourism turisme (3,4) I am very motivated for this study Agree 1,0 2,0 3,0 4,0 Yury Arcurs/ Dreamstime

25 How do they experience the situation after 8-10 months? - results for Norwegian students

26 The overall experience of being a student in this programme Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Worse than expected Better than expected..i am very satisfied with my courses

27 Social relations with fellow students Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Worse than expected Better than expected Generally a good social life and a fun freshman s week!

28 Identity: I feel that my course suits the kind of person that I am Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Strongly disagree Strongly agree...this is what I find most exciting, this is what I want to become good at, and what I want to work with

29 How interesting you experience the content of the course Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Worse than expected Better than expected You can put together your own combination of courses, and you will always find something you find interesting!

30 Expectation of success: I learn easily the subject matter in this course Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Strongly disagree Strongly agree I chose from what I felt I could master. Because when I master something, it automatically gets more fun. I don t want to study something I don t feel I can understand.

31 The overall quality of the teaching Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Worse than expected Better than expected The lecturers are very sloppy..

32 I get personal feed-back from lecturers and teachers when I need it Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Strongly disagree Strongly agree You have to do most of the learning yourself

33 Cost: The effort you have to spend on studying Computer science Biology and biotechnology Girls Boys Mathematics, physics, chemistry Engineering Worse than expected Better than expected You have to work hard from day one. Much steeper learning curve than expected

34 Cost: The effort you have to spend on studying It is very tough. The first two years mainly consist of difficuilt subjects that don t seem relevant to the study at large, and this can easily kill motivation. Norwegian IRIS respondent

35 Summing up: Students are happy with social life quite happy with the interest and enjoyment of the study moderate in their expectancy of success not quite satisfied with teaching and follow-up surprised about the cost of the study in terms of time and effort Prometeus/Dreamstime

36 So what? Implications for recruitment Show that STEM education is a good way to realise your own potential and do something interesting, meaningful and fulfilling Show that STEM is compatible with diverse and attractive identities Strengthen self efficacy; reduce impact of perceived cost; provide support!

37 So what? Implications for supporting first-year students (and preventing drop-out) Use students good the social relations and their high interest constructively to support social and academic integration Create better opportunities for interaction between students and teaching staff Support (female) students self efficacy Let students understand that they have to work hard, but that support and personal follow-up will be given Andres Rodriguez /Dreamstime

38 Research continues Analysis of open questions International comparisons Comparisons between different subjects Comparisons between genders etc Redbaron/ Dreamstime

39 THANKS for listening! Ellen Karoline Henriksen Department of Physics, University of Oslo c /prosjekt/vis.html?tid=

40 Science choices in Norwegian upper secondary school: What matters? Paper presented at the Visions conference, Oslo, May 19 th, 2011 Ellen Karoline Henriksen, Maria Vetleseter Bøe, Marianne Løken, Fredrik Jensen and Jørgen Sjaastad

41 The Lily study in upper secondary school (specialisation in general studies)

42 The LILY study in upper secondary school (specialisation in general studies) LILY: Quantitative survey study aiming to understand choices of post-compulsory science in Norway. Students in Year 12 (17 years). Data collected autumn Respondents had recently chosen their programme area (subject combination) for the last two years of upper secondary school.

43 Norwegian upper secondary school system (vilbli.no, 2010)

44 The LILY study in upper secondary school (specialisation in general studies) LILY: Quantitative survey study aiming to understand choices of post-compulsory science in Norway. Students in Year 12 Data collected 2008 Respondents had recently chosen their programme area. 736 Representative sample 892 of 1628 students Natural science and Science Mathematics Languages, Social science, Nonand Economics Science

45 Theoretical perspectives

46 Eccles et al. expectancy-value model of achievement-related choices (Eccles & Wigfield, 2002)

47 Educational choices are motivated by Expectation of success in the subjects Subjective value of the subjects Interest-enjoyment value Attainment value Utility value Relative cost (Eccles, Adler, Futterman, Goff, Meece, & Midgley, 1983)

48 Expectation of success «Found out that I was good at science, and that I sucked at subjects without set answers.» (Student about what inspired his choice of programme area)

49 Interest-enjoyment value «I am interested in all sorts of things, * + including science and a general curiosity about how things work.» (Student about what inspired her choice of programme area)

50 Attainment value «I am near-sighted myself, and see an optitian regularly. It seems like an exciting job that suits me.» (Student about what inspired her choice of programme area)

51 Utility value «* + to get as many options as possible to choose from, so that I can find something I can work with and enjoy.» (Student about what inspired his choice of programme area)

52 Relative cost «Science classes [last year]. Too difficult.» (Student about what inspired her choice of programme area)

53 Methods

54 How important were the following factors for you in your choice of programme area? Not important Very important Grouped into constructs by factor analysis

55 Methods Constructs were made by factor analysis tests of internal consistency (Cronbach s alpha) and unidimensionality Effect sizes of mean score differences are expressed by Cohen s d

56 Results

57 Choice of subject combinations: What matters? Interest-enjoyment value Expectation of success Self-realisation value Utility value for university admission Fit to personal beliefs value Relative cost

58 Construct Questionnaire items α M SD Interestenjoyment value Selfrealisation value Fit to personal beliefs value Utility value for university admission Expectation of success Relative cost That I would have fun with the subjects. That I would learn about something I am interested in. That I would be able to develop myself. That I would be able to use my talents and abilities. That I would be challenged. That I would be able to work creatively. That I would learn about something I find important and meaningful. That I would learn about something that fits my beliefs and values. That I would learn about something that is important for society. To collect as many credits as possible. Entrance requirements for further studies. To keep many options for further studies open. My previous marks. My chances to get good marks. That the programme area would not be too difficult. That the programme area would not demand too much work. That I would have time for things beside school work

59 Intrinsic value was important Interest-enjoyment Fit to personal beliefs Self-realisation Not important Very important 4 Many interestbased science choices! non-science Science

60 Utility was very important to science students Utility value for university admission Relative cost Not important Very important 4 Some students Many opt out of science instrumental due to high science costs. choices non-science Science

61 Science girls placed less importance on interest than non-science girls Interest-enjoyment Fit to personal beliefs Not important Very important 4 Girls non-science Girls Science

62 Girls who chose science placed even more importance on utility than boys Utility value for university admission Expectation of success Not 1important 2 3 Very important 4 There appears to be some extra strategic science girls. Girls Science Boys Science

63 Girls expressed lower expectation of success than boys in science I worry that I am not clever enough I learn easily in these subjects Disagree Agree Girls Science Boys Science

64 Summing up: What matters for upper secondary science choice? It matters that science has intrinsic value for the students, especially interest. I want to learn about something I find interesting and meaningful, and I want to use my talents and abilities, and develop myself.

65 Summing up: What matters for upper secondary science choice? Utility value for university admission matters. I want to collect credits and keep as many options open as possible.

66 Summing up: What matters for upper secondary science choice? Expectation of success matters. On average, girls (who chose science) expressed lower expectation of success in science than boys. Good marks are important to me, and I worry that I am not clever enough.

67 Summing up: What matters for upper secondary science choice? Rumours about difficulty and heavy work load seem to affect opt-out. I don t want to take subjects that are too difficult or demand too much work.

68 What matters for increased post-compulsory participation? When science is chosen for its utility value for university admission, the subjects must give them more than strategic reasons to continue.

69 What matters for increased post-compulsory participation? When science is chosen for its intrinsic value, interest in particular, the subjects must meet these expectations and maintain the interest.

70 What matters for increased post-compulsory participation? When some girls worry that they are not clever enough, it is important to give them experiences of mastery, and a realistic impression of their abilities.

71 What matters for increased post-compulsory participation? When rumours of difficulty and heavy work load make students opt out of science, we must advertise that help is available, and not to mention that science is worth the effort.

72 Gendered meanings in young women s educational choices. Marianne Løken The Norwegian Centre for Science Education, University of Oslo

73 Meta-narrative females are more collaborative than males, less competitive, more interested in biology than technology, more concerned about context and have a more theoretical approach to science, are more people oriented, think it is important to have a job where they can help others, have lower self-efficacy and self-concept in science, have fewer relevant science experiences from their early childhood and are more willing to use their science competencies to work towards a better world etc

74 Write your choice

75 Why is it important to consider the meaning of gender in young people s educational choices?

76 GENDER STEREOTYPE is used for strongly held overgeneralizations about people in some designated social category. Gender stereotypes are beliefs about the characteristics of women and men, including their physical characteristics, typical behaviour, occupational positions or personality traits. (Basow 1992)

77 It is difficult to tell girls what to do, what they are good at and not good at. Such stereotypes do not work, and they do definitely not work for me. (Write your choice, 2009)

78 Many have been surprised when I tell them that I have started studying computer engineering. Are you one of THEM, they ask me? Well, I guess I can be, I reply with a hesitant voice and a half smile, because I am still very uncertain. Am I really the right girl for this? (Write your choice, 2009)

79 What does it mean to say that something is gendered?

80 GENDERED is a phrase we can use to mean that ideas about gender; assumptions and beliefs on both individual and social levels, affect the thoughts, feelings, behaviour, resources, or treatment of women and men. To the extent that women and men dress, talk, or act differently because of social expectations, their behaviour is gendered. (Hollander, Renfrow and Howard, 2011)

81 Educational choices are gendered. To the extent that a professor or a teacher treat a student differently because that student is a male or a female, their interaction is gendered. To the extent that an organization assigns some jobs to women and others to men on the basis of their assumed abilities, that organization is gendered.

82 Gender is one fundamental source of identity BUT not the only one!

83 Looking at social life through the gender lens means asking where gender is overemphasized and where it is ignored; it means making the invisible visible and questioning the reality of what we see.

84 If the expected gaps in many tests are closing, what now?

85 men are born to like maths, and women are not

86 I think boys, traditionally, are more clever than girls when it comes to logic and mathematics. The girls have to see this as a challenge (Write your choice, 2009)

87 Biological differences may underlie aspects of women s occupational choices the type of work they find appealing and how many hours they want to commit to it. Even with dramatic changes in customs, laws and social expectations there are aspects of women s work preferences that are likely to stay the same. (Susan Pinker in The Sexual Paradox).

88 There has to be something else that pushes women away from such education and careers, other than pure ability! But what?

89 If we, more or less, assume that our sons (students) will be more interested in systems, from chess to mathematics, and that our daughters (students) will be more interested in dressing up as princesses, and more people oriented; are we then shaping their choices?

90 For example: In the US, women were 8 per cent of the science and engineering workforce in 1973; in 1999 they were 24 per cent, and the number is rising.

91 I generally enjoy being with people who are not so keen to categorize the characteristics of people by sex. I think there are some people who identify with the gender stereotypical and therefore might think it is important to categorize all people into these roles... but people are first and foremost individuals. Most people are not stereotypical, but has a mix of typical girl-and boy qualities... it is stupid when people try to explain my behaviour based on what sex I am. (Write your choice, 2009)

92 Thank you for your attention!

93 Success factors in ENT3R Fredrik Jensen Norwegian Centre for Science Education, University of Oslo Jørgen Sjaastad Department of Physics, University of Oslo

94 What is? National maths & science recruitment initiative (over 1500 participants) Maths & science university students are mentors and role models Weekly maths trainings and career nights Scanpix

95 What are the success factors in ENT3R? In which ways may ENT3R influence the participants educational choice? Good teaching Positive atmosphere Interpersonal relationship Role models Expectation of success Subjective values Interest/enjoyment Identity Utility Relative cost

96 Success factors in

97 Teaching : Atmosphere : Relationship : Role models In my school, we re about 30 students in class, and the mathematics class is in fact a large group. In ENT3R they have more time for each of us, making it possible for the mentors to help us all. Enough time to help

98 Teaching : Atmosphere : Relationship : Role models They show they re having fun. Both my mentors are very good. The thing is, I guess, that they teach us in very entertaining ways. So you want to pay attention. Success factor: Mentors provide good teaching Good at maths and good at teaching Enough time to help

99 Teaching : Atmosphere : Relationship : Role models is different from school: Enough time to help Envisions the student life Maths as leisure activity No marks No curriculum

100 Teaching : Atmosphere : Relationship : Role models I think the best thing about ENT3R is that you can learn maths in a very social, fun, and very, like, informative setting.

101 Teaching : Atmosphere : Relationship : Role models «Here, it is OK to make a fool of oneself and use a silly vocal, to try out something that can turn out to be very nice»

102 Teaching : Atmosphere : Relationship : Role models To create an atmosphere where mistakes are a welcome part of the learning process and where everyone can feel safe.

103 Teaching : Atmosphere : Relationship : Role models It s easier to do maths when there are others around you. That you feel that you re not the only one struggling with the exercise. Success factor: Social, safe, and positive atmosphere You want to come here. On your birthday! You re accepted, respected, and get help when you need it.

104 Teaching : Atmosphere : Relationship : Role models They re almost like Girl 1: The previous mentors were more talkative, buddies. Only with The best thing about you could talk more with them. While now, it s more knowledge ENT3R is that the more like My it s best just memory maths. That s is not a problem, [haha]. it s mentors show they just that Success from when I factor: told my care. mentor about my The mentors mark. are He always friends gets that care Girl 2: A different way of doing it. happy! Girl 3: But, in fact, I felt the whole thing was more positive last year.

105 Teaching : Atmosphere : Relationship : Role models Success factor: Ordinary people who like what they do Boy 1: It seems like they have fun. Boy 2: Yes, looks like they like what they do, at least. Fun to study maths and science It has changed stereotypes a lot. Previously, I felt that people engaged in maths and science were only good in maths and science. But now, I know that you find a variety of people doing maths and science. Renewed image of scientists

106 What are the success factors in ENT3R? In which ways may ENT3R influence the participants educational choice? Expectation of success Educational choice! Good teaching Positive atmosphere Interpersonal relationship Role models Subjective values Interest/enjoyment Identity Utility Relative cost

107 Expectation of success : Interest/enjoyment : Identity : Utility : Relative cost I improved one and a half mark in half a year. By being here, you often learn new techniques and other ways to approach an answer. Here, it s more like don t give up, don t give up, you can do it.

108 Expectation of success : Interest/enjoyment : Identity : Utility : Relative cost The teachers here, they make maths fun, in a way. I ve really begun to enjoy maths and that s related to mastering the subject. Then you like it.

109 Expectation of success : Interest/enjoyment : Identity : Utility : Relative cost It used to be like who wants to spend seven years, with the same topic formulas and such. But now, you look up to the person, like, I want to be like that, maybe. I thought all mathematicians and such were boring.

110 Expectation of success : Interest/enjoyment : Identity : Utility : Relative cost I ll say that many of the maths and science businesses, they re not world champions in making themselves visible. I feel that everything I know about career opportunities come from the career nights [in ENT3R].

111 Expectation of success : Interest/enjoyment : Identity : Utility : Relative cost The life as a maths and science student looks quite fun. And it seems like you get many new friends and have a good time every day, really. It has, kind of, not been embarrassing to ask the mentors about things that are quite basic.

112 What are the success factors in ENT3R? In which ways may ENT3R influence the participants educational choice? Good teaching Positive atmosphere Interpersonal relationship Role models Expectation of success Values Interest/enjoyment Identity Utility Relative cost

113 What can we learn from this?

114 influences over time!

115 Good teaching Mastery Interest Role models Utility Friends Improvements Fun

116 Improvements Mastery Good teaching Fun Friends Role models Interest Utility has something for everyone

117 The most important factor in? In fact, I m quite happy that I came to this mentor group, because many of the other mentors seem more boring. I m not sure if I had bothered to come here every Monday, if it had not been like this. Then it would have been boring.

118 The most important factor in? Good teaching Positive atmosphere Interpersonal relationship Role models Scanpix