Report: Engaging Primary Girls in STEM

01. Mar
Reports + Research

Report: Engaging Primary Girls in STEM

A report has been released examining best practice implementation, innovations and gaps in Victorian classrooms.

The report was developed for The Invergowrie Foundation by Therese Keane, Tanya Linden and Suzanne Snead from Swinburne University of Technology and University of Melbourne.

Download your copy of the report here.

In the report, the researchers bring together a wide range of literature that addresses the intersection of primary school-aged girls (~5-11 years) and STEM engagement.

The report forms part of the ‘Primary + STEM’ project, which includes ‘STEM Storytime‘ – stories of women who grew up to embrace STEM careers – and resources for teachers to use in the classroom and parents to use at home. Learn more about the teaching resources here.

The Primary + STEM  research team examined the Australian situation in applying and integrated STEM to the primary school environment and compared this to policies and initiatives to work towards keeping Australia on par with the progressive world.

Report summary

The number of students who are choosing to study STEM subjects in later years of their education is declining. Action needs to be taken to ensure there is a pipeline of STEM professionals to address future employment needs. Education plays a significant role in STEM engagement, and for many children, primary school can be the first time they experience STEM.

Existing obstacles to STEM engagement

  • Prevalence of gendered stereotypes
  • Lack of knowledge, capacity and confidence in some primary school teachers
  • Lack of support avenues for those who are willing to integrate STEM into the already overcrowded curriculum

Direct best practice in and out of the classroom: specific actions

The Report outlines best practice approaches, including: in the classroom, practice support (conceptual approaches), and practice support (practical actions). Specific actions are summarised below.

  • Teachers and parents can alter their language and messaging to girls, related to STEM gender stereotypes
  • Create cooperative safe spaces and girls-only experiences
  • Create gender-neutral learning spaces
  • Conduct out of classroom activities – excursions, workshops, camps, and opportunities for community
  • Increase opportunities for students to develop spatial reasoning skills
  • Encourage ‘tinkering’
  • Include parents in girls’ STEM success at school

A whole of school / school-wide approach is required, which may partner with the community, industry, and universities.

Best practice support for teachers

Primary school teachers need support in providing effective integrated STEM education. Recommendations from the report include:

  • Dedicated time for planning and instruction in the school day/curriculum
  • Assistance in contextualising STEM with real-world issues in addition to abstract concepts
  • Ongoing professional development for teachers to build their STEM capacity
  • Provide access to adequate up to date specialised resources, materials, and technology
  • Provision of co-teachers, coordinators, mentors, and providers with STEM skills

Key findings

Findings from the report led to the following conclusions:

  • Exposing girls to role models through showcasing their biographies and exploring their academic journeys may have a positive impact on girls’ future study and career choices
  • Australia needs urgent attention and intervention to keep Australia on par with the progressive world
  • Primary school teachers need support in capacity building and professional development
  • Teachers require easy to find, structured, well-organised materials with clear curriculum mapping
  • Training for teachers is needed through support and advice to integrate STEM materials into lessons without disrupting or compromising the traditional curriculum

Report highlights

  • Negative stereotypes related to STEM may be reduced with inspirational and encouraging comments
  • STEM materials should feature successful women role models
  • Integrated STEM experiences can provide students with the opportunity to see the natural connections between the disciplines and how they are applied in real-life
  • Providing students with the opportunity to select topics of interest, or different types of projects, encourages girls to follow their own curiosity and to learn about topics they nominate can heighten engagement and reinforce learning
  • STEM learning and capacity building required for primary school teachers

Download a copy of the full report here.

Citation:

Keane, T., Linden, T., and Snead, S. (2022) Engaging Primary Girls in STEM: Best practice implementation, innovations, and gaps in Victorian classrooms. Swinburne University of Technology. https://doi.org/10.26185/dwfy-wg64