STEM research

AAUW. (2010). Why so few? Women in science, technology, engineering, and mathematics.
http://www.aauw.org/learn/research/whysofew.cfm

AAUW’s study found key reasons for a lack of females in STEM careers: stereotypes, gender bias, and the climate of science and engineering departments in higher education. School libraries can model positive gender roles in STEM through collections, services, and their own practices.

ACT. (2016). The conditions of STEM 2016. Iowa City, IA: ACT.
http://www.act.org/content/act/en/research/condition-of-stem-2016.html

Many high school graduates are interested in STEM majors and careers, but few are well prepared to succeed in first-year college STEM courses. Libraries need to provide engaging STEM collections and opportunities to engage in STEM activities.

Amgen Foundation and Change the Equation. (2016). Students on STEM: More hands-on, real-world experiences. http://www.amgeninspires.com/students-on-stem/

US high school students want to see changes made to STEM teaching methods and more access to resources outside of the classroom. They also want more tangible learning opportunities. School libraries can provide both resources and activities.

Gelbgiser, D. & Albert, K. (2017). Green for all? Gender segregation and green fields of study in American higher education. Social Problems. https://dx.doi.org/doi.org/10.1093/socpro/spx019

Schools – and libraries -- might be able to improve the representation of women in STEM fields by playing up the relation of those fields to the environment. “Green” programs promote greater gender equality in the field.

Kesar, S. (2018). Closing the STEM gap – Why STEM classes and careers still lack girls and what we can do about it. Redmond, WA: Microsoft. https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1UMWz

Girls don’t see themselves in STEM roles, and exposure to real-world applications of STEM changes their outlook. Furthermore, girls who participate in STEM activities outside of school (such as in the public library) are more like to pursue STEM later. Adult encouragement also helps.

Project Tomorrow. (2015). Digital learning 24/7: Understanding technology-enhanced learning in the lives of today’s students. Irvine, CA: Project Tomorrow. 
http://www.tomorrow.org/speakup/pdfs/SU14StudentReport.pdf

Student access to technology tools and resources results in: deeper and more sophisticated learning; higher estimation of technology, greater college-career readiness, and builds self-directed independent learning ethos. School libraries play a key role in access.