It’s my choice – women in STEM studies, Doris Elster
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Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium
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It’s my choice – women in STEM studies, Doris Elster
- 1. IT’S MY CHOICE! WOMEN IN STEM STUDIES SCIENTIX CONFERENCE, OCTOBER 26TH, 2014 Doris Elster Institute of Biology Education University of Bremen, Germany doris.elster@uni-bremen.de
- 2. European Project IRIS EU 7th Framework Programme – Science in Society Grant Agreement No.: 230043 Coordinated by the University of Oslo Partners in 5 European countries: Norway, UK, Italy, Demark, Slovenia Associated partners: Germany, Austria http://iris.p-7.org/about-iris/
- 3. The need of a greater STEM workforce • STEM is an important sector for economic growth in European countries (EU, 2010).
- 4. The need of a greater STEM workforce • STEM is an important sector for economic growth in European countries (EU, 2010). • Shortage of STEM-educated personnel in Europe and most Western countries • There is a need for greater participation of women in STEM (EU, 2004, 2008; OECD, 2008).
- 5. IRIS questions On what priorities, values and experiences do young people base their educational choice? What are the success factors for recruiting more female students to STEM? Why do (some) students opt out of STEM education?
- 6. Eccles et al’s expectancy-value model Expectation of success Subjective value Interest - enjoyment value Attainment value Utility value Relative cost STUDY CHOICE Eccles & Wigfield 2002
- 7. IRIS questionnaire Electronic questionnaire (65 items; 5-pt-Likert) Target population: first-year students within 8 STEM disciplines defined through the ISCED Classification: Biology, Physics, Chemistry, Computer Science, Engineering (mechanical, electronics, computer science)
- 8. IRIS in Germany and Austria Germany: N = 2236 Male: 58%, female 42% Austria: N = 1344 Male: 50%, female 50% IRIS questionnaire survey (65+15 national items) Interview study with 18 female students (biology) at the beginning and at the end of the 1st study year
- 9. IRIS in Germany and Austria o school science experiences and study choice, o important third persons and study choice, o students’ first-year experiences
- 10. School experiences and study choice How important were school experiences for choosing your course? (% of agree and strong agree; AT = Austria; Ger = Germany) 0 20 40 60 80 100 Clear feedback on whether you got the right answer Using mathematics in lessons Lessons showing practical applications Lessons showing the relevance of your subject to society Field work and excursions Experiments and laboratories Your previous attainment in related subjects Your interest in the subject AT - Female AT - Male Ger - Female Ger - Male Secondary school is crucial in choosing a STEM study. interest, previous attainment, practical applications, relevance for society.
- 11. Choice process: importance of key persons How important were the following persons in choosing your course? (% of agree and strong agree; AT = Austria; Ger = Germany) Key persons are good teachers. For female students family and friends are more important than for males.
- 12. HOW DO THE STUDENTS EXPERIENCE THE SITUATION AFTER THE 1ST STUDY YEAR?
- 13. Expectation of success (% of agree and strong agree; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 Relative cost Attainment value Utility value Interest in the subject Expectancy of success AT - female AT - male Ger - female Ger - male Expectancy of success: I am confident that I am good enough at the subjects in this course.
- 14. Interest and enjoyment (% of agree and strong agree; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 Relative cost Attainment value Utility value Interest in the subject Expectancy of success AT - female AT - male Ger - female Ger - male Interest enjoyment value: How interest is the content of the course?
- 15. The overall experience of being a student in this programme (% of agree and strong agree; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 Relative cost Attainment value Utility value Interest in the subject Expectancy of success AT - female AT - male Ger - female Ger - male Utility value: I can see the relevance for what I learn.
- 16. Identity (% of agree and strong agree; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 Relative cost Attainment value Utility value Interest in the subject Expectancy of success AT - female AT - male Ger - female Ger - male Attainment value: I feel that the course fits the person that I am.
- 17. Cost (% of agree to “Better than expected”; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 Relative cost Attainment value Utility value Interest in the subject Expectancy of success AT - female AT - male Ger - female Ger - male Relative cost: The effort you have to spend on your study.
- 18. Social: “Your social relationship with your fellow students.” (% of “Better than expected” 3-point-Likert scale; AT = Austria; Ger = Germany) 0 10 20 30 40 50 60 70 engineering computer science mathematics chemistry physics biology AT- Female AT - Male Ger - Female Ger - Male “Generally a good social life.” Females recognize/value that more than males.
- 19. Preventing drop out ............. Show that students are part of the social and scientific community – make them confident that they can succeed!
- 20. Preventing drop out.......................... Make it clear that STEM studies are hard and demanding; assure them that they will get support
- 21. Summing up The experiences in secondary school is important in choosing a STEM study Key persons: good teachers Key factor: interest towards the subject
- 22. Implications for supporting first-year students and preventing drop out Let students understand that STEM education is interesting and meaningful for their future life. Let students understand that STEM education will be a possibility to realize the own potential Strengthen self efficacy; reduce the impact of perceived cost. Support students by their social and academic integration. Support mentoring systems esp. for female students
- 23. References
- 24. THANK YOU for listening! Doris Elster Institute of Biology Education, University of Bremen doris.elster@uni-bremen.de
Editor's Notes
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria. You will find more information about the IRIS project at the mentioned IRIS website.
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria. You will find more information about the IRIS project at the mentioned IRIS website.
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria. You will find more information about the IRIS project at the mentioned IRIS website.
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria.
- The IRIS questionnaire is based on Eccles et al’s model of achievement related choices and Banduras theories on the role of self-efficacy beliefs. Das Konzept der Selbstwirksamkeitserwartung (SWE) (engl. perceived self-efficacy) wurde von dem Psychologen Albert Bandura in den 1970er Jahren entwickelt. SWE bezeichnet die eigene Erwartung, aufgrund eigener Kompetenzen gewünschte Handlungen erfolgreich selbst ausführen zu können. Ein Mensch, der daran glaubt, selbst etwas zu bewirken und auch in schwierigen Situationen selbstständig handeln zu können, hat demnach eine hohe SWE. Eine Komponente der SWE ist die Annahme, man könne als Person gezielt Einfluss auf die Dinge und die Welt nehmen (internaler locus-of-control, siehe Kontrollüberzeugung), statt äußere Umstände, andere Personen, Zufall, Glück und andere unkontrollierbare Faktoren als ursächlich ansehen. Manche Psychologen vertreten die Ansicht, dass Selbstwirksamkeit(-serwartung) ein natürliches Bedürfnis des Menschen ist. In der psychologischen Forschung wird zudem zwischen den generalisierten und den diversen handlungsspezifischen Selbstwirksamkeitserwartungen (z. B. mit dem Rauchen aufhören zu können, vor einer Menschenmenge frei zu sprechen, etc.) unterschieden. Untersuchungen zeigen, dass Personen mit einem starken Glauben an die eigene Kompetenz größere Ausdauer bei der Bewältigung von Aufgaben, eine niedrigere Anfälligkeit für Angststörungen und Depressionen und mehr Erfolge in Ausbildung und Berufsleben aufweisen. SWE und Handlungsergebnisse wirken oft zirkulär: Eine hohe SWE führt zu hohen Ansprüchen an die eigene Person, weshalb man eher anspruchsvolle, schwierige Herausforderungen sucht. Eine gute Leistung bei diesen Herausforderungen führt dann wieder zur Bestätigung bzw. Erhöhung der eigenen SWE. Diesen zirkulären Effekt griffen Locke und Latham (1990, 1991) auf und überführten ihn in den so genannten „high performance cycle“. Die Autoren untersuchen, ob es einen Zusammenhang zwischen der Aufstellung von Zielen und der realisierten Leistung gibt.
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria.
- In Austria and Germany the IRIS-Q was completed by 3580 students at the end of their first study year. The students were asked to rank a series of factors in terms of their importance in choosing their course. The statements were grouped into school experiences, influential people, media and out of school experiences. Additionally, the students were asked about how they felt about their university experience at the end of their first year.
- Iris is a collaborative research project addressing the challenge that few young people – women in particular – choose education and career in science, technology, engineering and mathematics. The project runs from 2009-2012. The project consortium consists of six partners coming from five countries: Norway (University of Oslo), UK (University of Leeds and King#s College London), Italy (Observa), Slovenia (university of Ljubljana), Denmark (University of Copenhagen). In addition, “Associated partners” are invited to collect data in other countries. The University Bremen is associated IRIS partner and responsible for the data collection in Germany and Austria.
- Secondary school is crucial in choosing a scientific study. Key persons are good teachers who foster the interest towards the school subject. Experiments and labs are more important for males than for females. Social-scientific themes are especially for women promoting.
- The most important persons who influence the study choice are good teachers. Especially for German girls. There are significant differences between male and female students: for women are family and friends more important than for males. In addition friends are more important for German women for the study choice.
- What are the motivation to join in a specific study programm
- What are the motivation to join in a specific study programm
- What are the motivation to join in a specific study programm
- What are the motivation to join in a specific study programm
- What are the motivation to join in a specific study programm
- The most important persons who influence the study choice are good teachers. Especially for German girls. There are significant differences between male and female students: for women are family and friends more important than for males. In addition friends are more important for German women for the study choice.