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Article
Publication date: 31 January 2024

Kenny A. Hendrickson and Karyl Askew

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring…

Abstract

Purpose

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

Design/methodology/approach

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

Findings

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Research limitations/implications

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Originality/value

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 27 April 2020

Fuchang Liu

This article discusses several issues concerning STEM in the context of teacher education.

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Abstract

Purpose

This article discusses several issues concerning STEM in the context of teacher education.

Design/methodology/approach

Using a review of the literature of the past two decades, this article approached the topic of addressing STEM in the context of teacher education through six issues.

Findings

1. Integration is key. 2. Disciplinary knowledge needs emphasizing. 3. Equitability of discipline representations is a nonfactor. 4. Still, mathematics deserves a heavier dose. 5. Collaboration is a desired component. 6. Inequality issues deserve more attention.

Originality/value

This article is original. It informs researchers, practitioners and policymakers of what issues to focus on concerning STEM in the context of teacher education.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 27 April 2020

Alyse C. Hachey

This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It…

4475

Abstract

Purpose

This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.

Design/methodology/approach

This paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.

Findings

Today, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.

Originality/value

This paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 4 January 2024

Richard M. Kerslake and Chandrasekhar Krishnamurti

The purpose of this paper is to investigate the extent to which interdisciplinary (HASS, i.e. non-STEM) factors—in particular, accounting, stakeholder management and…

Abstract

Purpose

The purpose of this paper is to investigate the extent to which interdisciplinary (HASS, i.e. non-STEM) factors—in particular, accounting, stakeholder management and accountability—enable, influence and motivate large human exploration ventures, principally in maritime and space fields, utilizing Columbus’s and Chinese explorations of the 1400s as the primary setting.

Design/methodology/approach

The study analyzes archival data from narrative and interpretational history, including both academic and non-academic sources, that relate to two global historical events, the Columbus and Ming Chinese exploration eras (c. 1400–1500), as a parallel to the modern “Space Race”. Existing studies on pertinent HASS (Humanities and Social Sciences) and STEM (Science, Technology, Engineering and Mathematics) enablers, influencers and motivators are utilized in the analysis. The authors draw upon the concepts of stakeholder theory and the construct of accountability in their analysis.

Findings

Findings suggest that non-STEM considerations—politics, finance, accountability, culture, theology and others—played crucial roles in enabling Western Europe (Columbus) to reach the Americas before China or other global powers, demonstrating the pivotal importance of HASS factors in human advancements and exploration.

Research limitations/implications

In seeking to answer those questions, this study identifies only those factors (HASS or STEM) that may support the success or failure in execution of the exploration and development of a region such as the New World or Space. Moreover, the study has the following limitation. Relative successes, failures, drivers and enablers of exploratory ventures are drawn almost exclusively from the documented historical records of the nations, entities and individuals (China and Europe) who conducted those ventures. A paucity of objective sources in some fields, and the need to set appropriate boundaries for the study, also necessitate such limitation.

Practical implications

It is observable that many of those HASS factors also appear to have been influencers in modern era Space projects. For Apollo and Soyuz, success factors such as the relative economics of USA and USSR, their political ideologies, accountabilities and organizational priorities have clear echoes. What the successful voyages of Columbus and Apollo also have in common is an appetite to take risks for an uncertain return, whether as sponsor or voyager; an understanding of financial management and benefits measurement, and a leadership (Isabella I, John F. Kennedy) possessing a vision, ideology and governmental apparatus to further the venture’s goals.

Originality/value

Whilst various historical studies have examined influences behind the oceangoing explorations of the 1400s and the colonization of the “New World”, this article takes an original approach of analyzing those motivations and other factors collectively, in interdisciplinary terms (HASS and STEM). This approach also has the potential to provide a novel method of examining accountability and performance in modern exploratory ventures, such as crewed space missions.

Details

Accounting, Auditing & Accountability Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-3574

Keywords

Book part
Publication date: 27 November 2014

Amanda J. Turner

This study provides empirical support for a link between video game play and likelihood to major in a STEM field.

Abstract

Purpose

This study provides empirical support for a link between video game play and likelihood to major in a STEM field.

Design/methodology/approach

Using the National Longitudinal Study of Adolescent Health (Add Health), this study investigates whether adolescents who play video games are more likely than those who do not to choose a STEM field major in college, and if other characteristics explain this relationship.

Findings

Results from a nested series of logistic regression models show that – compared to those who do not play video games in adolescence – teens who play video games are 70% more likely to major in a STEM field when they attend college.

Research limitations/implications

The Add Health dataset allows for empirical verification of the link between video game play and STEM major choice, but it is dated. Future research should use more recent data. Factors such as gaming platform and game genre are likely to be key variables in future research.

Practical implications

This finding lends support for including video game play as a potential factor in future studies on college major choice, and offers further empirical support for utilizing video games as a potential gateway into STEM.

Originality/value

Going beyond previous research, this study finds that playing commercial video games may be one entry point to STEM fields, and implies that it is important to understand the impact of games that millions of young people play.

Details

Communication and Information Technologies Annual
Type: Book
ISBN: 978-1-78350-629-3

Keywords

Book part
Publication date: 12 February 2021

Ghazanfar Ali, Abdul Rahman Jaaffar and Juha Ali

Malaysian small and medium-sized enterprises (SMEs) are facing human capital development issues due to unskilled employees. The institutes of Malaysian education are providing…

Abstract

Malaysian small and medium-sized enterprises (SMEs) are facing human capital development issues due to unskilled employees. The institutes of Malaysian education are providing ineffective science, technology, engineering, and mathematics (STEM) education which are generating unskilled graduates as a future workforce. The low capability of Malaysian graduates affect the performance of Malaysian SMEs. Therefore, the main purpose of this study is to examine the effect of STEM education in solving the human capital development issues for the enhancement of Malaysian SMEs performance. The current literature explores the ineffective system of STEM education for Malaysian graduates which result in human capital development issues in Malaysian SMEs. The curriculum of Malaysian education institutions plays a pivotal role in making the university graduates skillful since a teacher should teach the syllabus according to the need of the national curriculum and the student must learn practical knowledge for the sake of the professional employee in future. Hence, this study identified the significance of properly provided STEM education to deal with the human capital development issues faced by Malaysian SMEs. Effective STEM education is important in generating the human capital as it makes the university graduates skilled and capable which enable them to successfully meet the industry needs in future. Likewise, through the development of human capital, the performance of Malaysian SMEs could be improved.

Details

Modeling Economic Growth in Contemporary Malaysia
Type: Book
ISBN: 978-1-80043-806-4

Keywords

Book part
Publication date: 25 October 2021

Kelly Mack

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an…

Abstract

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an ever increasing need for faculty to be more culturally aware and responsive. Traditionally, higher education has relied on the professional development programs of disciplinary societies and associations to meet such needs. However, designing professional development for STEM faculty in ways that awaken awarenesses about racial differences and their impact on academic success requires more than the conventional faculty development offerings, which, more often than not, only give cursory nods to difference or limit programming to “cookbook” protocols of do's and don'ts. Indeed, today's STEM faculty professional development must be met with more sophisticated paradigms that foreground personal reflection and development. Safe brave spaces represent an ideal mechanism for supporting not only personal reflection but also the grappling with and letting go of the destructive values and beliefs that negatively impact undergraduate STEM student success. The chapter offers the reader a view into our perspective as conveners of safe brave professional development spaces. In it, we also share the words of a safe brave space occupier, demonstrating how the power of reflection can influence the value of safe brave spaces. As a result, the reader is left with a different lens through which STEM faculty professional development programs can and should be considered – whether it is who is in them, who is missing from them, or what is required to facilitate more productive interactions within them. Admittedly, there is more work yet to be done. Understanding that this work requires safety and bravery is a necessary next step.

Details

Re-conceptualizing Safe Spaces
Type: Book
ISBN: 978-1-83982-250-6

Keywords

Book part
Publication date: 23 September 2011

Kenneth I. Maton, Freeman A. Hrabowski and Shauna A. Pollard

Intervention strategies to increase participation and success in STEM areas vary depending on the specific goals of programs and presumably, their funding. Matyas (1991) focused…

Abstract

Intervention strategies to increase participation and success in STEM areas vary depending on the specific goals of programs and presumably, their funding. Matyas (1991) focused on minority engineering programs and found that successful programs tend to contain the following elements: (a) assistance with admission procedures;, (b) assistance with student matriculation; (c) academic support services; (d) student study center; (e) linkage of students with minority student organizations in engineering; and (f) summer engineering jobs. A recent, systematic review by a panel of experts identified eight design principles that underpin exemplary and promising higher education-based STEM interventions: (a) institutional leadership; (b) targeted recruitment; (c) engaged faculty; (d) personal attention; (e) peer support; (f) enriched research experience; (g) bridging to the next level; and (h) continuous evaluation (BEST, 2004).

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

Book part
Publication date: 23 September 2011

Lindsey E. Malcom and Shirley M. Malcom

Since the 1960s and 1970s, participation in postsecondary education has increased considerably. In 1965, for example, fewer than 6 million students were enrolled in U.S. higher…

Abstract

Since the 1960s and 1970s, participation in postsecondary education has increased considerably. In 1965, for example, fewer than 6 million students were enrolled in U.S. higher education institutions; by 2009, however, that figure exceeded 20 million (National Center for Education Statistics [NCES], 2011). This expansion is due in large part to the advent of federal and institutional policies (e.g., Title IX, affirmative action, and the advent of federal financial aid) intended to facilitate college access for diverse student populations (Astin & Oseguera, 2004). Indeed, much of the growth in college enrollment over the past several decades has been driven by the rising college enrollment among women of all races (NCES, 2011). In 1979, the number of women enrolled in some form of postsecondary education exceeded that of men for the first time. Since then, college enrollment rates among women continued to surpass those of men, leading to the increasingly severe gender disparities that persist today.

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

Book part
Publication date: 1 December 2009

Caesar R. Jackson, Mark A. Melton and Sandra C. Jackson

The need to maintain global competitiveness makes it clear that the United States must increase the participation in STEM fields by African Americans males. Historically, national…

Abstract

The need to maintain global competitiveness makes it clear that the United States must increase the participation in STEM fields by African Americans males. Historically, national security and economic status in a global economy has relied primarily on technological superiority; however, U.S. dominance in this regard is eroding. Data from the National Science Board (NSB) show that in the United States, from 1950 to 2000, the number of people in the science and technology workforce has dramatically increased approximately 200,000 to 5.5 million or more (Galama & Hosek, 2008). During that period, the average annual growth rate for S&E occupations was consistently higher than that for all U.S. workers. Further, employment needs for all S&E fields grew faster than U.S. degree production over the same period. As reported by the NSB, while the number of workers in S&E occupations in the United States grew at an average rate of 4.2% from 1980 to 2000, the S&E degree production in the United States grew only at a rate of 1.5%. To offset the shortage of supply versus demand, the S&E marketplace responded to that difference between degree production and occupation growth by employing individuals in S&E jobs who did not have S&E degrees. Additionally, some of that void was filled by employing foreign S&E workers.

Details

Black American Males in Higher Education: Research, Programs and Academe
Type: Book
ISBN: 978-1-84950-643-4

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