How to Shape Attitudes Toward STEM Careers: The Search for the Most Impactful Extracurricular Clubs

Ozis, Fethiye; Pektas, Ali Osman; Akca, Mustafa; DeVoss, Daniel'le April

doi:10.7771/2157-9288.1192

Cited by 13 publications

(9 citation statements)

References 5 publications

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“…Students of all ages described a wide range of 21stcentury skills to which they ascribed skill development through participation in various academic ECAs. Researchers concluded that participation in ECAs nurtured skills vital for career success in the changing workplace (Ozis et al, 2018) and acknowledged that the type of program influenced the specific skills learned (Chan, 2016). However, this body of research leaves a gap regarding alumni reflections on their ECA experiences and how alumni regard the impact of those experiences on their entry into the workforce.…”

Section: Academic Extracurricular Activities and 21st-century Skillsmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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In order to meet the demands of the shifting operational environment and the demand for human resource training in the travel industry, this study aimed to pinpoint the professional competency's connotations that travel agent managers should have. The purpose of this study was to examine the job duties, tasks, and knowledge (K), skills (S), and attitudes (A) necessary for travel agent manager to carry out their duties. Focus group interviews with 6 experts with more than 30 years of experience in the travel industry were conducted as part of the study. The study concluded that travel agent managers should have 7 job responsibilities, including travel operations coordination, business operations, talent training, marketing activities, customer service, product development, and risk management. There are 26 major tasks, and to implement them, the competency's connotation required includes 46 kinds of related knowledge, 46 skills and 11 attitudes. The competency's connotations provide useful benchmarks for the training or professional advancement of travel agent managers.

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Section: Academic Extracurricular Activities and 21st-century Skillsmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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“…However, studies controlling for variables such as gender, immigrant status, and parental education frequently find little to no difference in STEM interest and participation between racial or ethnic groups (Lichtenberger & George-Jackson, 2013;Maltese & Tai, 2011;Ozis, Pektas, Akca, & DeVoss, 2018).…”

Section: Demographic Effectsmentioning

confidence: 99%

“…When specifically examining the role of gender, a consistent body of research shows reduced participation rates among women (Blickenstaff, 2005;Tyson, Lee, Borman, & Hanson, 2007). While women often demonstrate similar STEM capabilities as men (Ozis et. al, 2018), they may be more likely than their male counterparts to depart from the STEM pipeline at key milestones such as calculus coursework (Ellis et.…”

Section: Demographic Effectsmentioning

confidence: 99%

STEM Across Space(s): Assessing the Role of Locale in the STEM Pipeline

Crain¹

2019

Proceedings of the 2019 AERA Annual Meeting

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In recent years the demand for STEM graduates has increased, culminating with the call for one million additional college graduates in these disciplines by 2022 (Olson & Riordan, 2012). Analysts argue that greater focus in STEM is vital for economic competitiveness, saying that "Although the US economy is doing well today, current trends…indicate that the United States may not fare as well in the future without government intervention. This nation must prepare with great urgency to preserve its strategic and economic security" by producing additional STEM talent (National Research Council, 2007, p. 4). As of 2016, the demand for STEM talent has prompted federal funding of $3 billion annually for STEM education and the deployment of over 160 STEM educational programs (GAO, 2018). Corporations and private foundations have also invested hundreds of millions of dollars in funding to enhance the STEM pipeline (Gates Foundation, 2018;Stych, 2018). Broadly speaking, the production of STEM talent now occupies a central role on the national stage -driving educational research, programming, and discourse.Conversations around STEM talent production often highlight inequities within these fields, and numerous researchers and policy makers advocate for STEM reforms to expand access for women and racial minorities. Recent investments in STEM education are aimed at diversifying pathways to STEM careers through curricular revisions, enhanced support networks (e.g., mentoring), and other targeted

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“…Moreover, a number of studies explore school students' Science, Technology, Engineering, Mathematics (STEM) aspirations (e.g. Mann, Legewie, & DiPrete, 2015;Ozis, Pektas, Akca, & Devoss, 2018), although the collapsing of engineering aspirations within STEM aspirations makes it difficult to assess the extent to which factors may be common or different for engineering, compared to other STEM areas. Whereas in the US work is being done to ascertain the impact of the introduction of engineering design as a standard in the Next Generation Science Standards for students and teachers at the K-12 level (ages 5-18) (e.g.…”

Section: Introductionmentioning

confidence: 99%

Comparing students' engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors

Moote

Archer

DeWitt

et al. 2019

J of Engineering Edu

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Background Women (along with minority ethnic and low-income communities) remain underrepresented in engineering, despite a thirty-year history of research and equality legislation. Compared to the US and other EU countries, this underrepresentation is particularly pronounced in the UK. While existing literature gives insights into factors shaping retention and progression in university engineering students, comparatively less is known about the development of school students' engineering aspirations.Purpose This paper contrasts science and engineering analyses to explore how relationships between background and attitudinal factors and aspirations change across primary and secondary school. We examine the relative influence of gender on aspirations in both science and engineering. Design/MethodWe draw on survey data with over 20,000 English students from the [project name] project. A multilevel regression approach is implemented to test for the effects of gender, ethnicity, and cultural capital on science and engineering aspirations.Results Gender is the main factor related to engineering aspirations while science aspirations are influenced by a broader range of factors. School-level factors become increasingly important for engineering aspirations. We also report evidence of the early distinctiveness of young women who aspire to engineering, in terms of their relatively high self-concept and motivations. ConclusionsThe association of engineering with masculinity is evident in aspirations from age 10 and students aspiring to engineering are distinctive in several respects. Efforts aimed at improving participation in engineering might more usefully focus on challenging the elitist culture and practices, which may influence student perceptions, rather than focusing on changing student aspirations directly.

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How to Shape Attitudes Toward STEM Careers: The Search for the Most Impactful Extracurricular Clubs

Cited by 13 publications

References 5 publications

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

STEM Across Space(s): Assessing the Role of Locale in the STEM Pipeline

Comparing students' engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors

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