Stem Career Day at Manchester Elementary in Manchester, Maryland was a day full of excitement and anticipation. The idea was conceptualized in early December. How do we find a variety of STEM careers to show students the wave of the future? We surveyed parents about their jobs and their willingness to take a day off to share their careers, education, daily requirements, and successes and failures in their lives. We received an eclectic response including: Hazardous Waste Management, Financial Analyst, Global Production Executive, Software Licensing Manager and IT Program Manager and Nurse to name a few. With these parents willing to come that day, the schedule for third, fourth, and fifth graders was created and set for a February date.
In December we wanted to get a sense of how students felt about Science, Technology, Engineering and Math majors before the day of the event. We sent a pre-survey to all 3rd, 4th, and 5th grade teachers to read aloud to students, but it was completed only with students’ prior knowledge of STEM careers. We also send out a post survey immediately after the day is completed. In some cases, the teacher delivered the post-survey the same day of the event.
Our Day was a highlight of the county’s CETV Spotlight on Youth and there was positive feedback from students, teachers and parents after the event.
issues and trends
The need for STEM careers in 2020 will increase from current needs by approximately 50% (Department, 2015). Issues, Trends and Need for community involvement in schools is a topic on today’s school agendas. There are numerous businesses, companies and associations around schools that have a STEM (Science, Technology, Engineering and Mathematics) aspect in their day-to-day processes. But do elementary schools benefit from these community connections?
Early exposure to STEM careers makes a difference (Dejarnette, 2012). Many programs are provided at the middle and high school level, but exposure at the elementary level is necessary to impact student perceptions and dispositions. In middle school there is a direct link between perceptions and career interest. Exposing students at an early age increases their positive perceptions (Buldu, 2006). Studies continue to show an increase in the positive perception of STEM careers when students are introduced and exposed to 21st century careers. When sixth graders were exposed to STEM professionals, there was measurable improvement toward these types of jobs. Pre-post surveys showed a positive 10% increase in the question “I want to be an engineer when I grow up.” (Bovier, 2001). Interest needs to grow in all students, including students from groups traditionally underrepresented in STEM: students of color, women, and students from low socioeconomic backgrounds (National, 2011). The President’s Advisory Committee on Science and Technology affirms that improving interest in and attitude toward these careers among young students is just as important as increasing the overall level of academic proficiency and attitude in STEM studies. (PCAST, 2010).
Results
The survey was designed to be anonymous. We emphasized to the students that we wanted their unbiased answers to the questions. The survey began with, “When I grow up I would like to be:” Students wrote down their top 5 choices. Pre-STEM Career Day 24% of students wrote Careers. (STEM majors counted were any jobs that had correlations to engineering, computer science (technology), or additional science majors.) Subsequent surveys revealed the percentage to be 33%. As the trends and issues would suggest, we need to ensure that there is a particular interest in educating girls at the primary level in a variety of STEM careers. The previous survey showed that 24% of girls and boys mentioned these careers. Post-survey results differed from the overall results and showed that girls listing STEM majors increased to 33%, boys increased to 39%.
Pre-survey results:
“When you want to grow up…” Total – 24% Girls – 24% Boys – 24%
Post-Survey Results: Overall – 33% Girls – 33% Boys – 39%
• All percentages have been rounded to the nearest whole percentage.
The students were also given a rating scale for questions that would determine how they felt about these careers.
1. I think I could have a STEM career.
2. I see how STEM careers affect the world today.
3. I think I could be successful in my STEM education.
4. I see how technology is used in STEM careers and think, “I could do that!”
5. I think I would like to be a scientist/engineer when I grow up.
6. I think I could create something important for the world.
The results of two of these questions show an interesting result. While only 24% of girls chose Disagree or Strongly Disagree to pursue a STEM career, 49% chose Disagree or Strongly Disagree to become a scientist or engineer. The boys had a different result. Only 15% chose Disagree or Strongly Disagree to pursue a STEM career, but a much larger portion, 52%, disagreed or Strongly Disagree to become a scientist or engineer. This may be due to specific choices for STEM careers in technology fields unique to science or engineering. Part of the education that we should share in the classroom is how much technology there is in both science and engineering. Diversifying these majors so that students see the “big picture” in science and engineering is the next step in our educational process.
conclusion
What can be done at Manchester Elementary School to increase STEM career awareness? We will continue to provide a STEM Career Day for our school. Next year we will prepare to take over the entire school. The initial planning is to include primary classes with a half-day event themed as a “practical” day. Intermediate students would have the discussion groups delivered last year, but would also include an additional practical aspect for the day. When teachers were surveyed regarding the STEM career connections they made with their curriculum lessons, many teachers limited the number of careers discussed that were closely aligned with the lesson they were teaching. Eg Weather Teaching – Professional Connection, Meteorologist. When in truth teachers could explore climatologist, environmentalist, hydrologist, information technology and electronic maintenance. As teachers, our job is not only to teach the lesson, but also to provide connections to the real world. Real-world connections take us directly into the world around us and the careers that will be available to graduates in the 21st century.
References:
Buldu, M. (2006). Young Children’s Perceptions of Scientists: A Preliminary Study Educational Research, v48 n1, 121-132.
De Jarnette, N. (2012). America’s Kids: Providing Early Exposure to STEM (Science, Technology, Engineering, and Math) Initiatives. Education, 133(1), 77-84.
Education deparment. (2015). Science, Technology, Engineering, and Mathematics: Education for Global Leadership. US Department of Education. Retrieved from http://www.ed.gov/STEM%20%20.
Hawkins, D. (October 15, 2015). Prejudice and stereotypes at school marginalize girls at STEM. NEA Today, 60-61.
National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Board of Science Education and Board of Testing and Evaluation, Division of Social and Behavioral Sciences and Education. Washington, DC: National Academies Press.
PCAST, President’s Committee of Advisors on Science and Technology. (2010). Prepare and Inspire: K-12 Science, Technology, Engineering, and Mathematics (STEM) Education for America’s Future. Washington, DC: Executive Office of the President.