The Influence of Parents and Families on STEM Education: A Reflection

 

The Influence of Parents and Families on STEM Education: A Reflection

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Throughout my teaching career, I have come to realize the significant impact that parental and family influence can have on a child's interest in STEM, their coding skills, and their choice of STEM-related careers (National Academies of Sciences, Engineering, and Medicine, 2018). Research has shown that when parents actively engage in their children's STEM education and possess STEM careers themselves, their children are more likely to develop an interest in these subjects (Maltese & Tai, 2011). Additionally, parents who provide their children with STEM-related toys, games, and activities can help nurture their curiosity and enthusiasm for these fields.

Coding, in particular, requires dedicated practice and support. Therefore, parental influence becomes even more critical in this domain. Parents who possess coding skills and can guide their children through the learning process offer them a valuable advantage in the competitive workforce (Partnership for 21st Century Learning, 2017). Moreover, parents who serve as coding role models break down gender stereotypes, encouraging girls to explore coding careers and contributing to diversifying the STEM field.

Diversity is undeniably a crucial issue in the STEM workforce today, with the underrepresentation of women and minorities in many STEM fields. Parental influence can play a significant role in addressing this disparity by exposing children to diverse STEM role models (National Science Foundation, 2020). By doing so, parents help their children recognize that anyone, regardless of their gender or ethnicity, can excel in STEM. Moreover, parents can create a supportive environment at home where their children feel comfortable exploring STEM subjects without being constrained by societal biases (Archer et al., 2015).

In Fiona Quin's TEDx talk (2016), she eloquently discusses the impact of parental and family influence on the STEM workforce, coding, and diversity. Quin's personal experiences highlight how parents' negative attitudes towards STEM can deeply affect a child's self-confidence and aspirations (TEDx talk, 2016). She emphasizes the need for parents and families to challenge stereotypes and support their children's STEM interests, urging them to be more aware of the implications their words and actions may have on their children's future choices.

As an educator, I am dedicated to utilizing this knowledge about parental influence to guide my teaching practices and empower my students in STEM education. To address parental influence, I have devised several strategies. Firstly, I prioritize open and informative conversations with parents, emphasizing the significance of STEM education and presenting them with research-based evidence on its positive impact on their children's academic performance and future career prospects (Bevan et al., 2017). Secondly, I organize tailored workshops or presentations specifically for parents, providing them with opportunities to explore various STEM topics aligned with their interests (de Oliveira Lima & Kuusisto, 2019). This not only enhances their own knowledge but also encourages active involvement in their children's STEM journey. Moreover, I actively encourage parents to support their children's STEM learning at home by providing them with diverse resources and activities that foster exploration and understanding of STEM concepts. Lastly, I maintain self-awareness regarding my own biases and stereotypes about STEM. By reflecting on my experiences and assumptions, I strive to create an inclusive and supportive learning environment that embraces students from all backgrounds.

In line with Fiona Quin's insights, I firmly believe that teachers can serve as vital role models for their students. By demonstrating enthusiasm for STEM and openly sharing our own experiences, we can ignite a spark of curiosity and passion in our students. Moreover, we can actively challenge stereotypes by highlighting the stories of successful STEM professionals from underrepresented groups, allowing our students to envision a future where anyone can excel in STEM (Buck et al., 2008).

By collaborating and working together, teachers, parents, and families can make substantial strides toward creating a more diverse and inclusive STEM workforce. Challenging stereotypes, providing ample learning opportunities, and serving as positive role models are crucial steps in this transformative journey. I am committed to embracing these strategies and dedicated to nurturing a generation of STEM enthusiasts who will shape a brighter future for all.

 

References

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2015). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 52(6), 1-33. https://www.researchgate.net/publication/272160917_Science_Aspirations_Capital_and_Family_Habitus_How_Families_Shape_Children's_Engagement_and_Identification_With_Science

Bevan, B., Bell, P., & Stevens, R. (2017). Making science matter: Collaborations between informal science education organizations and schools. Routledge. https://www.informalscience.org/sites/default/files/MakingScienceMatter.pdf

Buck, G. A., Plano Clark, V. L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688-707. https://www.researchgate.net/publication/233795003_Examining_the_cognitive_processes_used_by_adolescent_girls_and_women_scientists_in_identifying_science_role_models_A_feminist_approach

de Oliveira Lima, C. L., & Kuusisto, E. (2019, October 28). Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships. Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships | IntechOpen. https://doi.org/10.5772/intechopen.89841

Maltese, A. V., & Tai, R. H. (2011, May 3). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441

National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. The National Academies Press. https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives

National Science Foundation. (2020). Women, minorities, and persons with disabilities in science and engineering: 2020. Special Report NSF 20-310. Retrieved from https://ncses.nsf.gov/pubs/nsf20310/.

Partnership for 21st Century Learning. (2017). P21 framework definitions. Retrieved from http://www.p21.org/about-us/p21-framework. http://www.p21.org/about-us/p21-framework

TEDx Talks. (2016). Smashing STEM stereotypes with coding. TEDxTownsville. https://www.youtube.com/watch?v=JhzM78t2iAM