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Addressing the STEM Problem in Ways That Work

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  • Saggi, Karan

Abstract

Let's look at two solutions that should be effective in addressing the gender issue in STEM. First, early intervention works. Scientific and mathematical learning can, and should, be integrated into early childhood learning and development. Miner et al. (2018) mention the potential of nurturing a child's interest in STEM through early education. The challenge is that it is segregated by gender biases (“early schooling differences, parental choices in encouraging child interests and hobbies, and other early reinforcement differences that are societally based†; Miner et al., 2018, p. 270). According to Gunderson, Ramirez, Levine, and Beilock (2012) parents tend to expect that their boys are more gifted in STEM than their girls, even when their achievement levels do not differ objectively. The focus needs to shift from moving along with this gender bias to constructively using the gender difference.

Suggested Citation

  • Saggi, Karan, 2018. "Addressing the STEM Problem in Ways That Work," Industrial and Organizational Psychology, Cambridge University Press, vol. 11(2), pages 339-341, June.
    • Handle: RePEc:cup:inorps:v:11:y:2018:i:02:p:339-341_00
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