School-STEM professional collaboration to diversify stereotypes and increase interest in STEM careers among primary school students

ABSTRACT

Developing students’ interest in STEM careers in STEM education is important. This study explored the impacts of STEM instruction involving scientists or engineers on 224 Hong Kong students’ interests in STEM careers and their stereotypes about STEM professionals. The teachers who participated in professional development, namely “School-STEM professional collaboration”, implemented the STEM instruction with support from educational researchers and invited STEM experts. Throughout the STEM instruction, students were provided with STEM role models, and were engaged in authentic and hands-on activities to mimic the research work of invited STEM experts. Data were collected through pre- and post-surveys and were analysed using descriptive statistics, t tests, and ANOVAs. The results revealed increased interest in STEM careers, and more positive perceptions of STEM professionals among the students after the instruction. In addition, the impacts of the instruction were found to be influenced by gender-matching between students and STEM professionals. Girls were more likely to improve their interests and alter stereotypes with exposure to female role models. It can be concluded that the STEM instruction diversifying the stereotypes of STEM people can be beneficial to students. This study has implications for supporting more effective STEM education in primary schools.

KEYWORDS:

• Interest in STEM careers
• role models
• STEM professionals
• STEM education
• stereotypes about STEM people

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The work described in this paper was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (EdUHK 18607717).

Notes on contributors

Yu Chen

Yu Chen is the Research Associate of Department of Science and Environmental Studies of the Education University of Hong Kong, and the member of the Centre for Education in Environmental Sustainability. Dr. Chen has research experiences associated with STEM education, Science and Environmental Education.

Stephen Cheuk Fai Chow

Stephen Cheuk Fai Chow is the Associate Professor of Department of Science and Environmental Studies of the Education University of Hong Kong, Dr. Chow's research interests lie mainly in influential areas of supramolecular analytical chemistry such as sensors and catalysts, which contribute to the field of environmental studies.

Winnie Wing Mui So

Winnie Wing Mui So is Professor of Department of Science and Environmental Studies of the Education University of Hong Kong, and the Director of the Centre for Education in Environmental Sustainability. Academically, Prof. So has rich and diversified experiences associated with STEM education, Science and Environmental Education. Prof. So has been active with professional contribution, being the executive member of the World Education Research Association, Asia-Pacific Education Research Association and East-Asian Association for Science Education, and Hong Kong Educational Research Association.