Stem Career Day at Manchester Elementary in Manchester, Maryland was a day filled with excitement and anticipation. The idea was conceptualized in early December. How do we find a variety of STEM careers to show students the wave of the future? We surveyed parents about their jobs and their willingness to take a day off to share their careers, education, daily requirements, and successes and failures in their lives. We received an eclectic response that included: Hazardous Waste Management, Financial Analyst, Global Production Executive, Software Licensing Manager, and IT Program Manager and Nurse to name a few. With these parents willing to come for the day, the schedule for third, fourth, and fifth grade students was created and set for a February date.

In December we wanted to get a feel for how students were feeling about careers in science, technology, engineering, and math before the day of the event. We sent a pre-survey to all 3rd, 4th, and 5th grade teachers to read aloud to students, but it was completed only with students’ prior knowledge of STEM careers. We also sent out a post survey immediately after the day was completed. In some cases, the teacher turned in the post-survey on the same day as the event.

Our day was a highlight at the county’s CETV Spotlight on Youth and there was positive feedback from students, teachers, and parents after the event.

Issues and trends

The need for STEM careers in 2020 will increase from current needs by approximately 50% (Department, 2015). Issues, trends and the need for community involvement in schools is a topic for today’s school agendas. There are numerous businesses, companies, and associations in and around schools that have a STEM (Science, Technology, Engineering, and Mathematics) aspect to their day-to-day processes. But are elementary schools benefiting from these community connections?

Early exposure to STEM careers makes a difference (Dejanette, 2012). Many programs are delivered at the middle and high school level, but exposure at the elementary level is necessary to impact student perceptions and dispositions. In high school there is a direct link between perceptions and career interest. By exposing students at an early age, their positive perceptions increase (Buldu, 2006). Studies continue to show an increase in positive perception of STEM careers when students are introduced to and exposed to 21st century careers. When sixth graders are exposed to STEM professionals, there was a noticeable improvement toward these types of jobs. Pre and post surveys showed a positive 10% increase in the question, “When I grow up, I want to be an engineer.” (Bouvier, 2001). Interest should increase in all students, including students from groups traditionally underrepresented in STEM: students of color, women, and students from low socioeconomic backgrounds (National, 2011). The President’s Science and Technology Advisory Committee states that improving interest and attitude toward these careers among young students is just as important as increasing the overall level of academic proficiency and attitude in STEM academics. (PCAST, 2010).

Results

The survey was designed to be anonymous. We emphasized to the students that we wanted their unbiased responses to the questions. The survey began with: “When I am older, I would like to be:” Students wrote down their top 5 choices. Before STEM Career Day 24% of students entered Careers. (STEM majors counted were any job that had correlations with engineering, computer science (technology), or additional science majors.) Subsequent surveys revealed that the percentage was 33%. As trends and issues suggest, we must ensure that there is a particular interest in educating girls at the elementary level in a variety of STEM careers. The previous survey showed that 24% of girls and boys listed these careers. Post-survey results differ from overall results showing that girls listing STEM careers increased to 33%, boys increased to 39%.

Pre-survey results:

“When you want to grow up …” In general – 24% Girls – 24% Boys – 24%

Post-survey results: overall – 33% girls – 33% boys – 39%

• All percentages have been rounded to the nearest whole percentage.

Students also received a rating scale for questions that would determine how they felt about these careers.

1. I think I could have a STEM career.

2. I see how STEM careers affect the world today.

3. I think I could be successful in my STEM education.

4. I see how technology is used in STEM careers and I think, “I could do that!”

5. I think I would like to be a scientist / engineer when I grow up.

6. I think I could create something important for the world.

The results of two of these questions show an interesting result. While only 24% of girls chose Disagree or Strongly Disagree to pursue a STEM career, 49% chose Disagree or Strongly Disagree to become a Scientist or Engineer. The boys had a different result. Only 15% chose to disagree or strongly disagree to pursue a STEM career, but a much larger portion, 52% chose to disagree or strongly disagree to become a scientist or engineer. This may be due to specific choices for STEM careers in technology fields that do not include science or engineering. Part of the education that we should share in the classroom is how much technology there is in both science and engineering. Diversifying these careers so that students see the “big picture” in science and engineering is the next step in our educational process.

Conclution

What can be done at Manchester Primary School to raise awareness of STEM careers? We will continue to provide a STEM Career Day for our school. Next year we will prepare to face the whole school. Initial planning is to include elementary classes with a half-day event with the theme of a “hands-on” day. Intermediate level students would have the focus groups presented last year, but would also include an additional practical aspect of the day. When teachers were surveyed about the professional STEM connections they made with their curriculum lessons, many teachers limited the number of discussed majors that closely aligned with the lesson they were teaching. Eg Teaching the weather – Professional connection, Meteorologist. When in truth teachers could explore Climatologist, Environmentalist, Hydrologist, Information Technology and Electronic Maintenance. As teachers, our job is not only to teach the lesson, but also to provide connections to the real world. Connections to the real world lead us directly to the world around us and the careers that will be available to graduates in the 21st century.

References:

Buldu, M. (2006). Young Children’s Perceptions of Scientists: A Preliminary Study Educational Research, v48n1, 121-132.

DeJarnette, N. (2012). America’s children: Provide early exposure to STEM (science, technology, engineering, and math) initiatives. Education, 133 (1), 77-84.

Education deparment. (2015). Science, technology, engineering and mathematics: education for global leadership. US Department of Education Retrieved from http://www.ed.gov/STEM%20%20.

Hawkins, D. (2015, October 15). Prejudices and stereotypes at school marginalized girls in the STEM. NEA Today, 60-61.

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Math. Board of Science Education and Board of Testing and Evaluation, Division of Education and Social and Behavioral Sciences. Washington, DC: The National Academies Press.

PCAST, President’s Science and Technology Advisory Committee. (2010). Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Mathematics (STEM) for America’s Future. Washington, DC: Executive Office of the President.