STEM Education

Annual Review of Sociology
Yu XieKimberlee Shauman

Abstract

Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.'s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for gro...Continue Reading

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Dec 6, 2018·Annals of the New York Academy of Sciences·Eileen M HarwoodKolawole S Okuyemi
Dec 22, 2017·The British Journal of Sociology·Anning Hu, Xiaogang Wu
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Feb 2, 2021·Science Advances·E A Cech, T J Waidzunas
Feb 5, 2021·NPJ Science of Learning·K Paige HardenKathleen Mullan Harris

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