Students' Images of STEM Professionals: A Study in the Portuguese Context

Autor/inn/en	Martins, Iva; Baptista, Mónica; Reis, Pedro
Titel	Students' Images of STEM Professionals: A Study in the Portuguese Context
Quelle	In: Education 3-13, 51 (2023) 1, S.121-141 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martins, Iva) ORCID (Baptista, Mónica) ORCID (Reis, Pedro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1955945
Schlagwörter	Foreign Countries; Elementary School Students; STEM Careers; Professional Personnel; Student Attitudes; Stereotypes; Misconceptions; Occupational Information; Portugal + Suchen Sie Ihr Suchwort? Ausland; Personalbestand; Schülerverhalten; Klischee; Missverständnis; Berufsinformation
Abstract	The shortage of students in STEM (Science-Technology-Engineering-Mathematics) areas is a global concern and one of the reasons why students do not want to pursue STEM careers is the unenthusiastic image that they have about STEM areas. This study aims to examine the images that 135 Portuguese elementary students (7-12 years old) have about STEM professionals. Data collection was performed using a draw-and-write instrument: the students were asked to draw someone that works in each STEM area, and to answer two questions: 'Where does that person work?' and 'What does that person do?'. Checklists, based on instruments previously described in the literature, were developed for each STEM discipline. A descriptive analysis of the results was made, and the statistically significant differences between male and female students' drawings were evaluated. The results show that students still retain stereotypical images of STEM professionals and have a lack of perception about the appearance and work that STEM professionals do. In conclusion, there is a demand for changes in teaching practices to change the erroneous and unrealistic impressions that students may have about STEM areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01