A sense of belonging: The role of higher education in retaining quality STEM teachers

Abstract

There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the National Science Foundation as they began teaching in high-needs school districts. Teachers who felt connected to their professional and academic communities reported intentions to remain in the profession, while those who felt isolated reported intentions of leaving. It is critical for STEM academics to maintain professional relationships with graduates who pursue STEM teaching professions after graduation.

I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

“…For example, Noyce programs often provide regular professional development support during student teaching and the first few years of teaching to create a sense of community (Polizzi et al, 2021). In another study, we found that teachers who felt they belonged to and were valued by their alma mater during the pandemic, indicated plans on remaining in the teaching profession (Balgopal et al, 2022). By feeling connected to and supported by professors and institutions, teachers are reminded that they have these resources available to them, allowing them to leverage capitals accrued during their education and content studies (Fuller & Pendola, 2019).…”

Under pressure: How do science teachers use capital to achieve agency during turbulent times?

“…Such variability means that novice teachers likely fall on a continuum of high and low resilience that may be influenced by their sense of agency or control over their professional decisions. These factors, in turn, may impact their decisions to remain in or leave teaching (Balgopal et al, 2022). Building on the foundations of teacher agency theory (Biesta & Tedder, 2007) and capital theory (Liou & Canrinus, 2020), this study aims to explore the intertwined roles of agency and capital in the context of science teachers during the pandemic.…”

“…People's capacity to manage their environments and how they function within them is affected by their perception of the challenges they face and the capitals available to help address these challenges (Balgopal, 2020; Balgopal et al, 2022; Wright et al, 2023). Therefore, we assume that science teachers who have achieved agency, demonstrating a “mindset and disposition to respond to changing conditions” of schools during the pandemic (Ehren et al, 2021, p. 62), are likely to have done so by drawing on a range of capitals, both intrinsic (e.g., psychological) and extrinsic (e.g., professional learning community).…”

“…Resilient educators, whether they serve as classroom teachers, administrators, or support instructors/curriculum designers, can navigate various challenges and opportunities in their work environment. By drawing on available capitals, these resilient educators are better prepared to adapt and respond to adversity (see Balgopal et al, 2022; Wright et al, 2023).…”

“…Some science teachers found these challenges overwhelming (e.g., Wisanti et al, 2021), while others found opportunities for creativity (e.g., Landicho, 2021) or leadership (e.g., Wieselmann & Crotty, 2022). At the same time, schools explored various technologies that their teachers and students could effectively use (Balgopal et al, 2022) to maintain instruction across science disciplines. Teachers were asked to learn new skills (e.g., using technology for remote teaching; Gudmundsdottir & Hathaway, 2020; Kang & Seo, 2021), assume expanded responsibilities (e.g., assessing students' social‐emotional learning needs; Minkos & Gelbar, 2021), and reimagine their role as teachers (e.g., communicating public health information; Rogayan & Dantic, 2021).…”