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This the second phase of a ten-year longitudinal research project out of the UK studying young people’s science and career aspirations. ASPIRES 2 will extend the unique dataset developed by the first ASPIRES study, which tracked the development of young people’s science and career aspirations from age 10-14 (from 2009-2013). For further details, please see the ASPIRES report. ASPIRES 2 is continuing this tracking over the crucial next five years of the young people’s lives, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people’s science and career aspirations and, crucially, relate these to their actual subject choices and attainment in national examinations in Year 11 (GCSE) and their post-16 choices.

Career Choices and Influencers in Science, Technology, Engineering and Math: an analysis in the Maritime Provinces

The study report explains that the only effective means of increasing the likelihood for girls to consider STEM careers is by engaging them in highly active STEM activities. Ideally, this should be done before students reach high school at which point they may have already opted out of studying these subjects.

Double Jeopardy: Gender Bias Against Women of Color in Science

A US-based study argues that workplace biases, rather than personal choices or “pipeline” issues, are pushing women away from the sciences. The research, based on interviews with more than 60 female scientists and a survey of 557 more, examines how a variety of biases affect women at work, also taking into account race and ethnicity. Two-thirds of women reported having their expertise questioned and being expected to prove themselves repeatedly; two-thirds reported having their commitment and competence questioned after having children; more than one-third reported feeling pressured to play a “traditionally female” role, such as “office mother” or “dutiful daughter”; and one-fifth reported feeling that they were “competing with [their] female colleagues for the ‘woman’s spot.’” A fifth bias was found to primarily affect black women: the perception that “socially engaging with … colleagues may negatively affect perceptions of … competence.”

Future Morph

Future Morph has been created to show that studying science, technology, engineering or maths beyond the age of 16 isn’t just a one track road to becoming a scientist or engineer – the skills and knowledge you gain are valuable in almost any career and will make you very employable.

Gender differences in science, technology, engineering, mathematics and computer science (STEM) programs at university

Women represent the majority of young university graduates, but are still underrepresented in science, technology, engineering, mathematics and computer sciences (STEM) fields. This article provides more information on women with STEM university degrees, and examines whether mathematical abilities in high school are related to gender differences in STEM university programs.

Guestwokers in the high-skill U.S. labour market: An analysis of supply, employment, and wage trends

A recent study by the Economic Policy Institute finds that there is no shortage of high-skilled STEM (science, technology, engineering and mathematics) workers in the US, as some have claimed. The report says that only one of every 2 STEM PSE graduates is hired into a related job each year, that the number of domestic STEM graduates has grown strongly, and that many of these graduates could qualify for IT jobs. “Our examination shows that the STEM shortage in the US is largely overblown,” says Hal Salzman of Rutgers University.

Revisiting the STEM workforce

A report issued by the US National Science Board (NSB), a branch of the National Science Foundation (NSF), says that traditional definitions of STEM jobs are outdated. Data show that while 5.4 million US workers held jobs classified as STEM occupations, 16.5 million said that their job required at least a bachelor-degree level of expertise in STEM subjects. NSB Chair Dan Arvizu said that rather than fixating on the supply of and demand for the STEM workforce, educators and policy-makers should focus on building a “STEM-capable workforce.” “New industries and the growing importance of STEM skills in jobs not traditionally thought of as STEM means that we must revisit what we mean by a ‘STEM worker,’” he said.

Saskatchewan Indian Institute of Technologies

Saskatchewan Indian Institute of Technologies (SIIT) has been in existence since 1976, offering training and education programs to First Nations adults in Saskatchewan. In 2003-2004, there were over 1,400 students enrolled at SIIT in a wide range of programming provided throughout the province, both on and off-reserve.

Science Culture: Where Canada Stands

The Council of Canadian Academies (CCA) has released a new report entitled “Science Culture: Where Canada Stands,” outlining Canada’s support for science culture over the last 25 years. The report says that while Canadians do well in public science knowledge, attitudes, and engagement, there is room for improvement in areas including skill development. The report, produced by a 14-member expert panel, found that Canadians have the lowest level of reservation toward science among 17 countries considered, and ranked 9th in terms of attitudes regarding the promise of science.

Some Assembly Required: STEM Skills and Canada’s Economic Productivity

A new report released by the Council of Canadian Academies (CCA) has found that supply and demand for STEM skills are balanced at the national level, though there remains room for long-term improvement. An 11-person expert panel found little evidence of a national STEM skills shortage, and also concluded that STEM skills are not a “magic bullet” for innovation and growth. The report emphasizes the importance of strong foundational skills in math and science, and cautions that it is impossible to accurately forecast what skills and knowledge will be required in the future.

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