Microsoft (2017). Why don?t European girls like science or technology?
Ground-breaking research by Microsoft has revealed that most girls’ positive views may change within just a few years. The technology company asked 11,500 women between the ages of 11 and 30 in 12 countries across Europe about their attitudes to STEM. The unique insight found that: Most girls become interested in STEM at the age of 11-and-a-half but this starts to wane by the age of 15. The full article can be found here.
World Finance (2017). A new dawn for UK engineering.
This article describes the current skills gap in the UK engineering sector, including readiness of graduates as perceived by employers and the expected effect of Brexit in relation to engineering. The article builds on the 2016 IET Annual Skills and Demand in Industry Survey. One of the key recommendations of the report is that more practical work experience should be included in engineering studies. The full article can be found here.
World Economic Forum (2016). There's a persistent gender gap in computer science and engineering. This could be why
Many science, technology, engineering and math (STEM) areas now show a gender parity – women earn about half of the undergraduate degrees in biology, chemistry and mathematics. This, however, is not true of all STEM areas – women earn fewer than one out of every five of the undergraduate degrees in computer science and engineering. The full article can be found here.
European Commission (2015). Science Education for Responsible Citizenship.
This report identifies the main issues involved in helping all citizens acquire the necessary knowledge of and about science to participate actively and responsibly in, with and for society. It sets out the challenges we face and how science education can equip citizens with the skills and competences needed to provide sustainable and competitive solutions to these challenges. The full report can be found here.
Archer, L., & Dewitt, J. E. (2015). Science aspirations and gender identity: Lessons from the ASPIRES project
This chapter of the book "Understanding student participation and choice in science and technology education" emphasises how identity and gender identity in particular, can play an important role in shaping children’s attitudes to science and science aspirations. More information and download links can be found here.