As the twenty-first century moves on

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     As the twenty-first century moves on, society appears to be ever more dependent on Science, Technology, Engineering, and Mathematics (STEM) industries. Hence educational institutions need to attract and train students to meet the evolving needs. We live in a technological world. This is evident by the fact that in Australia STEM jobs have increased by 150% but not the skillset. There is a crisis in industries that require a STEM-trained workforce. Hence student aspirations towards higher education needs some in-depth understanding.

    Over the years, various factors have been identified, and they include parental expectations from the students, (Lloyd, n.d.). Families, and in particular parents, have been identified as providing an important context within which young people form their educational and occupational aspirations. While parents have long been acknowledged as influencing student aspirations in general, few studies have examined parental influences on STEM aspirations in particular. 68% of kids say that parents are the major influence in their lives and future choices and hence parents are much needed for us to bring advances in kids engaging in STEM with ease.

    Hence parents are a powerful influence. It would help it they would themselves be open to learn coding, the language behind all the apps and other tools we use on the computers and phones. Coding leads to development of great skillset such as critical thinking, logic, creativity and empathy. Everyone can code (Quin, 2016). Parents have important roles to pay to influence their kids towards coding, including encouraging them and allowing the space to fail with grace.  This would help to cover the diversity in STEM by making it a gender free space.

    But for that it is important that parents themselves learn and enjoy coding and one of the ways is to create a maker’s space in the offices and maybe homes (Quin, 2016). Parents need to perceive STEM as a trial and error and encourage learners to keep in trying even when they are on the verge of giving up (Felder, 2012). When parents become learners themselves, they can be a positive influence for their kids to do the same.

 References

1.      Felder, R. M. (2012). New STEM Faculty Support: Why Aren't We Providing It? Journal of STEM Education: Innovations and Research, 13(5), 5.

2.      Lloyd, A. (n.d.). Parental influences on those seeking a ... - open university. http://genderandset.open.ac.uk. Retrieved April 23, 2022, from http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/510/959  

3.      Quin, F. (2016). Smashing STEM stereotypes with coding | Fiona Quin |TEDx Talks. (2016, November 3). Smashing STEM stereotypes with coding | Fiona Quin | TEDxTownsville [Video]. YouTube. https://youtu.be/JhzM78t2iAM 

 

 

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