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A sense of belonging: The role of higher education in retaining quality STEM teachers

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Listed:
  • Meena M Balgopal
  • Andrea E Weinberg
  • Laura B Sample McMeeking
  • Danielle E Lin Hunter
  • Diane S Wright

Abstract

There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the National Science Foundation as they began teaching in high-needs school districts. Teachers who felt connected to their professional and academic communities reported intentions to remain in the profession, while those who felt isolated reported intentions of leaving. It is critical for STEM academics to maintain professional relationships with graduates who pursue STEM teaching professions after graduation.

Suggested Citation

  • Meena M Balgopal & Andrea E Weinberg & Laura B Sample McMeeking & Danielle E Lin Hunter & Diane S Wright, 2022. "A sense of belonging: The role of higher education in retaining quality STEM teachers," PLOS ONE, Public Library of Science, vol. 17(8), pages 1-7, August.
    • Handle: RePEc:plo:pone00:0272552
    DOI: 10.1371/journal.pone.0272552
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    References listed on IDEAS

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    1. Alex Bell & Raj Chetty & Xavier Jaravel & Neviana Petkova & John Van Reenen, 2019. "Who Becomes an Inventor in America? The Importance of Exposure to Innovation," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(2), pages 647-713.
    2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
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