The role and place of STEM in schools: why and how should schools be developing their students’ STEM identities

If you knew that teachers of four-year-old students subconsciously tend to assume that girls are less capable than boys for accomplishing science tasks, that students as young as eight years of age have decided whether they are or are not a maths or science person, and that high schoolers’ parents and social networks are key influencers for pursuing STEM careers – what would you do? How would you go about developing STEM mindsets in your students, teachers, and parents?

This article presents a range of ideas for consideration beginning with a description of what STEM education includes, its historical foundations, and why it is particularly important to engage diverse learners including girls and young women. Next, the notion of STEM interest as a catalyst for STEM engagement leading to improved levels of STEM literacy and STEM identity are discussed within the framework of a STEM capital approach. Finally, the question of “What can leaders do to promote STEM education in their school?” is addressed using results from recent research studies.