STEM

Last week I posted about the transition from SMET to STEM at the National Science Foundation. I was repeating a story that can be found on several websites including an entry in Britannica.

Andrew Ruapp reached out to me about a possible error in my post. He presented some evidence that the term STEM has been used prior to 2001. Casually Googling the topic did not bring me to a reputable source for the claim I had made last week. “SMET” is comically bad. So, I did start to wonder if it had never been officially used at the NSF and was just a funny story getting repeated online.

To solve this problem, I reached out directly to the person who was credited with making the transition. Dr. Judith Ramaley is currently President Emerita and Distinguished Professor of Public Service at Portland State University.

Having her permission to share, here is our email correspondence:

Encouraged by her reply, I looked online and found a public NSF document from 1998 that clearly uses SMET.

Lastly, I asked her several questions, in a mini email interview:

Are you surprised by how widespread the STEM term has become?

Ramaley: I wasn’t surprised because once NSF adopted the new acronym, I expected it would catch on.

2. Do you feel that the “STEM” brand has been successful?

Ramaley: STEM isn’t really a brand. It is simply an acronym. It works better than SMET I think because engineering and technology are framed by science and mathematics rather than trailing along behind as if less important. I am fascinated by the growing pressure to add other elements to STEM, making it STEAM, for instance.

3. My son in 2^nd grade goes to a STEM activity class once a week. (They just call it “STEM.”) This week he tells me they are working on a pollination project. Would you recommend anything different than the current system for encouraging American students to pursue technology fields?

Ramaley: Your third question is a sweeping one. It would help to know what a STEM activity means each week in your son’s second grade class. I am drawn to ways of learning STEM that encourage students to approach these issues in an inquiry-based way that lets them explore what it means to ask interesting questions and work out ways to try to answer them. Young people are very curious about how the world works. I doubt that I need to tell you that since I bet your son sometimes drives you nuts with WHY and HOW questions. Questions like that are beautiful questions.

Here is a a new paper related to the topic of women getting into technical fields (see previous post on my paper about programming).

Grosch, Kerstin, Simone Haeckl, and Martin G. Kocher. “Closing the gender STEM gap-A large-scale randomized-controlled trial in elementary schools.” (2022).

These authors were thinking about the same problem at the same time, unbeknownst to me. In their introduction they write, “We currently know surprisingly little about why women still remain underrepresented in STEM fields and which interventions might work to close the gender STEM gap.”

My conclusion from my paper is that, by college age, subjective attitudes toward tech are very important. This leads to the questions of whether those subjective attitudes are shaped at younger ages. Grosch et al. have run an experiment to target 3rd-graders with a STEM-themed game. I’ll quote their description:

The treatment web application (treatment app) intends to increase interest in STEM directly by increasing knowledge and awareness about STEM professions and indirectly by addressing the underlying behavioral mechanisms that could interfere with the development of interest in STEM. The treatment app presents both fictitious and real STEM professionals, such as engineers and programmers, on fantasy planets. Accompanied by the professionals, the children playfully learn more about various societal challenges, such as threats from climate change and to public health, and how STEM skills can contribute to combating them. The storyline of the app comprises exercises, videos, and texts. The app also informs children about STEM-related content in general. To address the behavioral mechanisms, the app uses tutorials, exercises, and (non-monetary) rewards that teach children a growth mindset and improve their self-confidence and competitive aptitude. Moreover, the app introduces female STEM role models to overcome stereotypical beliefs. To test the app’s effect, we recruited 39 elementary schools in Vienna (an urban area) and Upper Austria (a predominantly rural area).

This is a preview of their results, although I recommend reading their paper to understand how these measurements were made:

Girls’ STEM confidence increases significantly in the treatment group (difference: 0.047 points or 0.28 standard deviations, p = 0.002, Wald test), and the effect for girls is significantly larger than the effect for boys.

Result 2: Children’s competitiveness is positively associated with children’s interest in STEM. We do not find evidence that stereotypical thinking and a growth mindset is associated with STEM interest.

Lastly, my kids play STEM-themed tablet games. PBS Kids has a great suite of games that are free and educational. Unfortunately, I have not tried to treat one kid while giving the other kid a placebo app, so my ability to do causal inference is limited.