Making STEMM More Accessible For Underrepresented Students: Wong et al; 2022
A Review of End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education
STEMM (Science, Technology, Engineering, Mathematics and Medicine) is an important field of study today, yet underrepresented students are often less inclined to pursue it in higher education. This can be due to various barriers such as a lack of support or resources, a lack of awareness of the opportunities available, or a lack of motivation or self-efficacy. End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education is a review that looks into why that is and how to make STEMM more accessible and attractive to underrepresented students. The review provides insight into the intentions and motivations of underrepresented students in STEMM-related fields and offers recommendations for promoting and supporting them in higher education
Overview of End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education
End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education is a review of STEM and its accessibility and attractiveness to underrepresented students. The research project was a collaboration between two pre-1992 universities. It reviews existing studies on barriers to pursuing STEM and provides recommendations for increasing accessibility. The study is an important resource for understanding and addressing the challenges of underrepresented students in entering and staying in STEMM, as well as for increasing the number of students in all fields of study.
Findings of the research project
There are many ways in which underrepresented students can be at a disadvantage when entering STEMM-related fields. The study focuses on barriers to underrepresented students pursuing STEM in higher education. These include a lack of support or resources, a lack of awareness of opportunities, a lack of motivation or self-efficacy, or a combination of these. The study acknowledges that some of these barriers may be overcome as students progress through their programs, which has been shown in some studies. They also acknowledge that not all students pursuing STEMM-related degrees will go on to work in those fields. The paper focused on three core outcomes, STEM future, non-STEM and undecided. Using Social Cognitive Career Theory (SCCT). Whilst STEM, in general, has developing fields and still needs more secure career opportunities it is worth noting within life science there are also other factors to consider in their motivation. Utilising Porter and Lawlers Motivation model an APPG found imbalances in the STEM professional's gender and race demographic. I would argue that there is also a perspective on upbringing which culture has shaped their development and whether the demographic currently in STEM represents the wide culture or is more selective. A question regarding SCCT is the level of influence that different demographic characteristics have and how they interact or relate. This would raise the question of what defines the culture of individuals and how this is shaped by different perspectives and history. It could be a suggestion to use P & Ls Motivation as it shares a great similarity with SCCT including areas from a work-based setting not included in SCCT. They are broadly similar in their approach to expectation, goals and beliefs but P & L include areas specifically about perception from the perspective of reward and benefit.
a. Barriers to pursuing STEMM
- STEMM is perceived as a masculine pursuit: The majority of people who pursue STEMM are men, and underrepresented students are often aware of this. They may be discouraged from pursuing STEMM due to a perception that it’s not a suitable or welcoming field for them due to their gender. Leading to inequitable representations of underrepresented students in STEMM fields: Students from underrepresented groups may notice that few of their peers in STEMM are like them. This can lead them to feel as though they don’t belong in those fields. - Lack of role models in STEMM fields: Underrepresented students may lack role models in STEMM fields. This can make them feel like these fields are not suitable for them. - Difficulty accessing resources: Students may have difficulty accessing resources and support while pursuing STEMM fields of study. This includes locating information on funding, scholarships, or available courses.
b. Lack of support or resources
- Limited financial support: Students pursuing STEMM fields may not have access to the same financial support as their peers studying other fields. This can include financial aid, scholarships, and work opportunities. - Limited career support: Students pursuing STEMM fields may lack the same career support as their peers. This can include mentoring, networking opportunities, or advice and guidance from faculty and staff. - Lack of information: Students pursuing STEMM fields may not have the same information and support available to them as their peers in other fields. This can include information on opportunities, scholarships, and financial support.
c. Lack of awareness of opportunities
- Lack of awareness of available programs: Students pursuing STEMM fields may not be aware of the available programs and fields of study that would be suitable for them. - Lack of awareness of financial support: Students pursuing STEMM fields may not be aware of the scholarships available to them. - Lack of awareness of career options in STEMM fields: Students pursuing STEMM fields may not be aware of the career options available to them in their fields of study.
d. Lack of motivation or self-efficacy
- Lack of confidence in abilities: Students pursuing STEMM fields may lack confidence in their abilities to succeed in their fields of study. This can lead them to feel as though they are not capable of completing their programs. - Lack of motivation to pursue fields of study: Students pursuing STEMM fields may lack the motivation to pursue their fields of study. They may be more interested in other fields of study or have a change of heart about their original fields of study.
Recommendations for increasing accessibility of STEMM to underrepresented students
- Create awareness of the importance and benefits of STEMM fields for all students, but especially for underrepresented students. - Create awareness of support and resources available for underrepresented students pursuing STEMM fields. - Encourage mentoring and networking opportunities for students pursuing STEMM fields from faculty and staff who can offer advice and guidance. - Create awareness of financial support available for underrepresented students pursuing STEMM fields. - Create awareness of other academic fields and career opportunities in STEMM fields. - Encourage self-efficacy and confidence in the abilities of underrepresented students pursuing STEMM fields.
How can families support their children?
- Encourage children to explore a variety of subjects and consider what interests them most. - Encourage children to pursue subjects that are often overlooked or underrepresented in society, such as STEMM. - Ensure that students have access to good schools and have the support they need to succeed there.
What opportunities can students look for?
- STEMM-related mentoring programs: Many STEMM-related organizations offer mentoring programs to inspire and guide young people. Ownership of your career: Students entering into higher education should try to understand what they want to do with their lives and then build on those interests.
Conclusion
End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education is a review of the challenges of underrepresented students in entering and staying in STEMM fields of study. It provides insight into the intentions and motivations of underrepresented students in STEMM fields and offers recommendations for promoting and supporting them in higher education. The review is an important resource for understanding and addressing the challenges of underrepresented students in entering and staying in STEMM, as well as for increasing the number of students in all fields of study. Students from underrepresented groups in STEMM fields often face challenges and are at a disadvantage in entering and staying in STEMM. The study looks at these challenges and provides recommendations for increasing the accessibility of STEMM fields for underrepresented students. It encourages creating awareness of the importance and benefits of STEMM fields for all students, providing support and resources, and increasing awareness of other career options in STEMM fields.
Read more at: Wong, B. et al. (2022) ‘End of the road? The career intentions of under-represented STEM students in higher education’, International Journal of STEM Education, 9(1), p. 51. Available at: https://doi.org/10.1186/s40594-022-00366-8.
