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STEM Education.

Yu Xie¹, Michael Fang¹, Kimberlee Shauman²

¹Department of Sociology, University of Michigan, Ann Arbor, MI 48109.

Annual Review of Sociology

|January 19, 2016

Summary

Social factors significantly impact STEM education attainment for all students. Research shows psychological elements are key for STEM participation, while socioeconomic status influences general education access.

Area of Science:

Sociology of Education
STEM Education Research
Educational Psychology

Background:

Improving Science, Technology, Engineering, and Mathematics (STEM) education is crucial for U.S. economic growth and security.
Traditionally disadvantaged groups require focused attention within STEM education initiatives.
Existing research highlights the complex interplay of social and psychological factors in educational attainment.

Purpose of the Study:

To review and discuss current research on STEM education in the U.S.
To analyze the social factors influencing general education and STEM-specific education attainment.
To identify gaps in understanding disparities in STEM education and international performance.

Main Methods:

Literature review synthesizing recent research from sociology and related fields.

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Analysis of factors affecting general education attainment.

Examination of factors influencing STEM education relative to non-STEM education.

Main Results:

Both cognitive/social psychological characteristics and structural influences (neighborhood, school, culture) affect educational attainment.
Socioeconomic status (SES) predicts general education attainment, while social psychological factors are more critical for STEM participation and achievement.
Persistent disparities in STEM education exist based on family SES, race, and gender within the U.S.

Conclusions:

Further interdisciplinary research is needed to explain persistent group disparities in U.S. STEM education.
Understanding the reasons behind mediocre international rankings of U.S. student performance requires deeper investigation.
Social psychological factors play a more significant role in STEM versus non-STEM educational choices than previously emphasized.