an article by Erin D. Reilly (Edith Nourse Rogers Memorial VA Hospital, Bedford, MA, USA), Germine H. Awad and Aaron B. Rochlen (University of Texas at Austin, TX, USA) and Megan M. Kelly (Edith Nourse Rogers Memorial VA Hospital, Bedford, MA, USA; University of Massachusetts Medical School, Worcester, MA, USA) published in Journal of Career Development Volume 46 Issue 4 (August 2019)
Abstract
As research on retention for working women matures, it is necessary to identify particular factors that influence work satisfaction for women in science, technology, engineering, and mathematics (STEM).
This study collected data on 249 women who had worked 11.51 years on average in STEM. To investigate retention, we modeled the relationship between perfectionism, depression, and stigma consciousness on work engagement and intention-to-leave one’s job using hierarchical multiple regression analysis.
Depression, stigma consciousness, and perceived lack of comparable pay positively predicted greater intent to leave one’s job, with a perfectionistic mind-set representing a nonsignificant predictor. In terms of reported work engagement, depression, perfectionistic discrepancy, and stigma consciousness were significant negative predictors, while having perfectionistic high standards positively predicted work engagement.
For work engagement, lack of comparable pay was a nonsignificant predictor.
Implications and future directions for culturally responsive and intersectional research on the psychological and occupational functioning of STEM women are discussed.
Showing posts with label STEM. Show all posts
Showing posts with label STEM. Show all posts
Monday, 5 August 2019
Friday, 26 April 2019
It’s not just for boys! Understanding gender differences in STEM
a column by Judith Delaney and Paul Devereux for VOX: CEPR’s Policy Portal
Women are much less likely to study STEM degrees at university.
This column reveals that in the case of Ireland, the gender gap is concentrated in the areas of engineering, technology, and mathematics.
Subject choice in secondary school is the most important predictor of the portion of the gap that can be explained, with a small role for grades achieved in mathematics versus English. A gender gap of 9% remains even among students who studied the same subjects and achieved the same grades at secondary school.
Continue reading
Women are much less likely to study STEM degrees at university.
This column reveals that in the case of Ireland, the gender gap is concentrated in the areas of engineering, technology, and mathematics.
Subject choice in secondary school is the most important predictor of the portion of the gap that can be explained, with a small role for grades achieved in mathematics versus English. A gender gap of 9% remains even among students who studied the same subjects and achieved the same grades at secondary school.
Continue reading
Saturday, 24 March 2018
Career Assessment and Counseling for STEM: A Critical Review
an article by Patrick J. Rottinghaus, Nikki A. Falk and Chan Jeong Park (University of Missouri-Columbia, USA) published in The Career Development Quarterly Volume 66 Issue 1 (March 2018)
Abstract
Career counselors must continually enhance their knowledge and skills to assist clients contemplating careers in science, technology, engineering, and mathematics (STEM).
Therefore, the authors review STEM disciplines and theory‐driven strategies for assisting diverse individuals to explore, enter, and persist in STEM careers. Appropriate use of career assessments can contribute greatly to this effort.
To identify available measures for STEM‐focused domains and constructs, the authors conducted a journal content analysis of stand‐alone STEM‐related career assessments from 1983 to 2016, identifying 39 articles with 153 measures.
Notable results included the emergence of social cognitive theory and social cognitive career theory as prevailing frameworks for instrument development, a wide variety of disciplines and journals represented, an under-representation of minority samples, and untapped potential for cross‐discipline and researcher–practitioner collaboration.
Useful strategies and resources for counselors and recommendations for enhancing career assessments and interventions are addressed.
Full text (PDF 33pp)
Abstract
Career counselors must continually enhance their knowledge and skills to assist clients contemplating careers in science, technology, engineering, and mathematics (STEM).
Therefore, the authors review STEM disciplines and theory‐driven strategies for assisting diverse individuals to explore, enter, and persist in STEM careers. Appropriate use of career assessments can contribute greatly to this effort.
To identify available measures for STEM‐focused domains and constructs, the authors conducted a journal content analysis of stand‐alone STEM‐related career assessments from 1983 to 2016, identifying 39 articles with 153 measures.
Notable results included the emergence of social cognitive theory and social cognitive career theory as prevailing frameworks for instrument development, a wide variety of disciplines and journals represented, an under-representation of minority samples, and untapped potential for cross‐discipline and researcher–practitioner collaboration.
Useful strategies and resources for counselors and recommendations for enhancing career assessments and interventions are addressed.
Full text (PDF 33pp)
Friday, 31 March 2017
A ‘great way to get on’? The early career destinations of science, technology, engineering and mathematics graduates
an article by Emma Smith and Patrick White (University of Leicester, UK) published in Research Papers in Education Volume 32 Issue 2 (2017)
Abstract
Concerns about a shortage of highly skilled workers in the science, technology, engineering and mathematics (STEM) sector have been expressed frequently since the late 1940s. Although these claims have been challenged as being insufficiently grounded in evidence, they have formed the basis of policies directing considerable resources to STEM education, particularly in the university sector.
This paper uses data from the Higher Education Statistical Agency from 1994 to 2010, covering more than three million UK graduates, to contribute to the existing research into the purported skills gap in the STEM sector. It examines their destinations six months after graduation to establish the proportion of graduates from different subject areas that enter graduate careers, with a particular focus on STEM graduates and highly skilled STEM occupations.
The findings show that only a minority of graduates enter ‘graduate’ positions within six months of finishing their degree and many find themselves unemployed or underemployed. Overall, STEM graduates fare little better than non-STEM graduates and while graduates in some STEM subjects fare slightly better than average, those with other STEM degrees fare worse than those with non-STEM degrees.
The findings appear incompatible with a true shortage of potential STEM workers and raise questions about employers’ expectations and the continued subsidisation of STEM degrees.
Abstract
Concerns about a shortage of highly skilled workers in the science, technology, engineering and mathematics (STEM) sector have been expressed frequently since the late 1940s. Although these claims have been challenged as being insufficiently grounded in evidence, they have formed the basis of policies directing considerable resources to STEM education, particularly in the university sector.
This paper uses data from the Higher Education Statistical Agency from 1994 to 2010, covering more than three million UK graduates, to contribute to the existing research into the purported skills gap in the STEM sector. It examines their destinations six months after graduation to establish the proportion of graduates from different subject areas that enter graduate careers, with a particular focus on STEM graduates and highly skilled STEM occupations.
The findings show that only a minority of graduates enter ‘graduate’ positions within six months of finishing their degree and many find themselves unemployed or underemployed. Overall, STEM graduates fare little better than non-STEM graduates and while graduates in some STEM subjects fare slightly better than average, those with other STEM degrees fare worse than those with non-STEM degrees.
The findings appear incompatible with a true shortage of potential STEM workers and raise questions about employers’ expectations and the continued subsidisation of STEM degrees.
Thursday, 4 December 2014
Arts vs science: data wins
As I [Charlie Ball of HECSU] never tire of telling people, my PhD is in analytical chemistry. Therefore, in the great Arts vs Science debate, my sympathy naturally lies with the evidence.
So, should people stop opting for the arts en masse because they won't get jobs, and go for STEM, where they will?
Let’s have a look at the data. As usual, we'll take a look at DLHE. I am a creature of habit, and besides, it does the job perfectly well.
Just to get the methodology straight, we’re looking at UK domiciled first degree graduates from 2012/13. Arts and humanities are defined as JACS codes Q to W, so covering languages, classics, the humanities, the arts and the creative arts. It doesn't include law, media, business or the social sciences.
STEM is classed as JACS codes C to J. It covers the biological and physical sciences, maths, computing, engineering and the material sciences. It doesn’t cover building or medical subjects.
See the evidence for yourself and read the conclusions.
So, should people stop opting for the arts en masse because they won't get jobs, and go for STEM, where they will?
Let’s have a look at the data. As usual, we'll take a look at DLHE. I am a creature of habit, and besides, it does the job perfectly well.
Just to get the methodology straight, we’re looking at UK domiciled first degree graduates from 2012/13. Arts and humanities are defined as JACS codes Q to W, so covering languages, classics, the humanities, the arts and the creative arts. It doesn't include law, media, business or the social sciences.
STEM is classed as JACS codes C to J. It covers the biological and physical sciences, maths, computing, engineering and the material sciences. It doesn’t cover building or medical subjects.
See the evidence for yourself and read the conclusions.
Tuesday, 24 April 2012
Socioeconomic diversity in STEM higher education
a research paper from CaSE (Campaign for Science and Engineering) [cannot find a publication date for this]
Summary
Amongst undergraduate students, a better-than-average level of socioeconomic status (SES) diversity was found in the Biological and Computer sciences. However, in the Physical, Mathematical, Engineering and Technological sciences, degree courses showed significantly lower socioeconomic diversity than the Higher Education average.
The science, technology, engineering and maths (STEM) community, along with government, has a responsibility to recognise these trends and ensure fair access to STEM education for people from all backgrounds.
Full text (PDF 13pp)
Summary
Amongst undergraduate students, a better-than-average level of socioeconomic status (SES) diversity was found in the Biological and Computer sciences. However, in the Physical, Mathematical, Engineering and Technological sciences, degree courses showed significantly lower socioeconomic diversity than the Higher Education average.
The science, technology, engineering and maths (STEM) community, along with government, has a responsibility to recognise these trends and ensure fair access to STEM education for people from all backgrounds.
Full text (PDF 13pp)
Monday, 9 January 2012
The supply of and demand for high-level STEM skills
This briefing paper (from UKCES) considers the supply of and demand for high-level science, technology, engineering and mathematics (STEM) skills in England. It draws on detailed analysis of STEM skills supply, demand and mismatches, as well as key findings from the 2009 National Employer Skills Survey (NESS). It aims to add to the evidence base on high-level STEM skills and identifies a number of areas for further discussion.
STEM skills support research, innovation and high-tech manufacturing, and are seen as critical to the UK’s international competitiveness in these areas. Recent media coverage suggests that there is a problem with STEM skills: some employers report that they cannot recruit people of the calibre and with the skills they need, and that this is harming their businesses. However, other sources suggest that the supply of STEM skills is more than sufficient to meet demand, and that the focus needs to be on improving the ways in and extent to which these skills are used in the economy.
This paper sets out and analyses the evidence on the supply of and demand for high-level STEM skills, and argues that the picture is much healthier than often suggested. High-level STEM skills supply is broadly in line with demand, and by international standards the UK is holding its own. This is not to say that there are no challenges: in particular geographical areas, sub-sectors and industrial specialisms, we need to improve both the supply and use of skills.
Full document (PDF 24pp)
STEM skills support research, innovation and high-tech manufacturing, and are seen as critical to the UK’s international competitiveness in these areas. Recent media coverage suggests that there is a problem with STEM skills: some employers report that they cannot recruit people of the calibre and with the skills they need, and that this is harming their businesses. However, other sources suggest that the supply of STEM skills is more than sufficient to meet demand, and that the focus needs to be on improving the ways in and extent to which these skills are used in the economy.
This paper sets out and analyses the evidence on the supply of and demand for high-level STEM skills, and argues that the picture is much healthier than often suggested. High-level STEM skills supply is broadly in line with demand, and by international standards the UK is holding its own. This is not to say that there are no challenges: in particular geographical areas, sub-sectors and industrial specialisms, we need to improve both the supply and use of skills.
Full document (PDF 24pp)
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