U.S. gets poor grades in nurturing STEM diversity

 

The nation’s K-12 education system gets an average grade of D for the job it does “engaging and nurturing” minorities to pursue careers in the STEM fields of science, technology, engineering, and mathematics, and a D-plus for such performance with girls, based on results released today from a survey of female and minority chemists and chemical engineers.

Those polled also believe science teachers play a larger role than parents and others in inspiring an interest in science, with 70 percent saying teachers have the most influence at the elementary level, and nearly 90 percent saying teachers have the most influence at the high school level.

Meanwhile, another report out this month, developed with support from the National Science Foundation, pulls together “a large and diverse body” of existing research providing evidence that social and environmental factors contribute to the “under-representation” of women in science and engineering.

That study, from the Washington-based American Association of University Women, offers a set of recommendations for educators, parents, and others, including a call to:

• “spread the word about girls’ and women’s achievements in math and science” to combat negative stereotypes;
• teach girls that intellectual skills are “acquired,” and not simply the product of “innate talent”;
• explain to girls that buying into negative stereotypes can diminish academic achievement.
• Encourage girls to take classes in calculus, physics, chemistry, computer science, and engineering when available.

The two new reports come amid strong and growing interest in promoting improved STEM education and stronger interest among young people in the subjects.

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Read the STEM report….

Read the American Association of University Women report… 

Source: Education Week, 3.22.10