Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:International journal of technology and design education Ročník 33; číslo 4; s. 1675 - 1697
Hlavní autoři: Goreth, Sebastian, Vollmer, Christian
Médium: Journal Article
Jazyk:angličtina
Vydáno: Netherlands Springer 01.09.2023
Springer Nature B.V
Springer Netherlands
Témata:
Career Choice
Engineering Education
Foreign Countries
Gender
Gender aspects
Gender Differences
Information Technology
Majors (Students)
Multivariate statistical analysis
Personality
Personality Traits
Reduction
Shortages
Socialization
STEM Education
STEM professions
Student Interests
Students
Teacher Education Programs
Teacher Improvement
Teacher Qualifications
Teachers
Teaching Methods
Technical education
Technological Literacy
Technology Education
Technology Integration
Germany
Teacher training
Choice of vocation
Gender and technology
Interest in STEM
General technology education
ISSN:0957-7572, 1573-1804, 1573-1804
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students' interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg (N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:0957-7572
1573-1804
1573-1804
DOI:10.1007/s10798-022-09772-z