STEM Gender Stereotypes Study

 A study by the American Institutes for Research reveals that gender stereotypes in STEM form as early as age 6, with children perceiving boys as better at computer science and engineering. This belief becomes more entrenched among girls over time, potentially deterring them from pursuing STEM careers.

Miller, D., & Tanenbaum, C. (2024). Analyzing the research on gender stereotypes in STEM. American Institutes for Research. https://www.air.org/project/analyzing-research-gender-stereotypes-stem

Inquiry-Based Learning Study

A massive experiment involving 17,000 students in four countries finds gains for inquiry-, or problem-based teaching over traditional approaches. Introducing math and science through inquiry and problem-based instruction can pay off throughout elementary school. However, while both boys and girls improved in inquiry-based classes, the researchers found that boys improved faster, widening the gender achievement gap.

Bando, R., Näslund-Hadley, E., & Gertler, P. (2019). Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries (No. w26280). National Bureau of Economic Research.

https://www.nber.org/papers/w26280

Foundations for Learning Through STEM Lessons Early On

Introducing science, technology, engineering and math concepts in early grades helps establish a foundation for learning about these concepts in later grades, according to a report from the Community for Advancing Discovery Research in Education. This report draws on research and development supported by the National Science Foundation to highlight important considerations about STEM educational experiences for young children and professional learning for educators who provide those experiences. Findings show that early STEM lessons also can lead to gains in other areas, including reading and writing.

Sarama, J., Clements, D., Nielsen, N., Blanton, M., Romance, N., Hoover, M., Staudt, C., Baroody, A., McWayne, C., & McCulloch, C. (2018). Considerations for STEM education from PreK through grade 3. Waltham, MA: Education Development Center, Inc. http://cadrek12.org/sites/default/files/DRK12-Early-STEM-Learning-Brief.pdf

School Libraries and Careers of Future Students

This report by littleBits was able to delve more deeply into the types of programs that are offered as part of maker and STEAM education, the challenges librarians face as they start and scale these programs, and some of the best practices to ensure an effective and engaging implementation for all students. This report highlights the importance of three initiatives to further enable librarians and media specialists:

1. PROVIDING PROFESSIONAL DEVELOPMENT RESOURCES to librarians and media specialists so they can more successfully be the leading force of innovation in their schools.

2. DESIGNING STAFF MEETINGS AND A SCHOOL CALENDAR THAT ALLOW LIBRARIANS TO INTERACT MORE FREQUENTLY WITH TEACHERS in their school so they can better integrate maker activities with curriculum and scale these activities beyond the library space.

3. RETHINKING THE DESIGN OF SCHOOL LIBRARIES to allow integration of STEM and maker tools, collaboration between students, and opportunities to share knowledge in the community.

Jamalian, A. (2018). The role of school libraries in the 21^st century maker movement. New York, NY: littleBits. https://fs24.formsite.com/edweek/images/wp-littlebits-Research_Shows_School_Libraries_in_New_Light.pdf

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.