Why does STEM inspire some kids (like our friends from Stranger Things) and other students dread walking into their math and science classes? Who is actively charting a course for the jobs of tomorrow and who feels like that is not their “thing”? Our latest insight report STEM Connections – The Intersection of Context and Careers provides some additional insight into answering these complicated questions.

The strength of a student’s “STEM context” was a strong indicator of whether or not students felt confident and were excited to pursue STEM career opportunities. The good news is that a student’s STEM context, as we defined it, is reliant upon how a child’s parents and teachers promote, encourage and make more visible STEM career opportunities. When compared to students with a low STEM context, students with a strong STEM context were…

  • Four times as likely to say that they were the type of person who can have a STEM job.

AND

  • Nine times more likely to think that there are STEM jobs that they would like to have.

Many teachers are finding our newest STEM resource, Endeavor, as a helpful tool to ensure a greater number of students have a strong STEM context. How are you ensuring that all students, regardless of background or academic ability have a strong STEM context? We’d love to hear from you, so join the conversation in the Connected Educator Facebook group!

Steve Sandak is a member of EVEFI’s Research team. His work focuses on the impact of our K-12 learning platform. Steve is a former high school educator, and is based in our Boston office.

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