Re-Engineering the “Leaky Pipeline” Metaphor: Diversifying the Pool by Teaching STEM “by Stealth”
Re-Engineering the “Leaky Pipeline” Metaphor: Diversifying the Pool by Teaching STEM “by Stealth”
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重新设计“泄漏管道”隐喻：通过“秘密”教授 STEM 实现人才库多元化
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
R. Harrison
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文献类型：
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作者：
Theresa Petray;Tanya Doyle;E. Howard;Rhian Morgan;R. Harrison
许多尝试让不同的受众参与科学、技术、工程和数学(STEM)课程，目标是已经注册或对STEM科目感兴趣的学生。这篇论文介绍了参加STEM参与方案的高中女生的特征和经历的定性结果，该方案涉及澳大利亚北部地区两个地点的无人机飞行营地。不出所料，该课程吸引了对STEM感兴趣的学生，但近一半的参与者将艺术和人文列为他们最喜欢的学科领域。我们的研究表明，主要面向已经喜欢STEM的学生的参与活动将抑制吸引不同工程师的能力。与不认为是“STEM类型”的女孩接触的方案可能会扩大工程类招聘的成果。此外，重新想象STEM超越传统“硬科学”的界限，有助于克服从生命早期就开始的刻板印象(Bond，2016；Kessels，2015)。我们认为，“管道”的比喻是问题的一部分：它意味着一条进入工程学的独特途径，这条途径是由狭隘的STEM教育课程概念塑造的。相反，我们建议工程学科应该考虑从“深水池”中招聘--一个认可和重视通过参与创造性和批判性课程而产生的性格的人。
Many attempts to engage diverse audiences in science, technology, engineering and mathematics (STEM) target students already enrolled or interested in STEM subjects. This paper presents qualitative findings on the characteristics and experiences of high school girls who participated in a STEM engagement programme involving drone-flying camps in two locations in regional northern Australia. As expected, the programme attracted students with a STEM interest, yet close to half of the participants named arts and humanities as their favourite subject areas. Our research suggests that engagement activities that primarily target students who already enjoy STEM will inhibit the capacity to attract diverse engineers. Programmes engaging with girls who do not identify as the “STEM type” may broaden engineering recruitment outcomes. Moreover, reimagining STEM beyond the boundaries of the traditional “hard sciences” works to overcome stereotyping that begins early in life (Bond, 2016; Kessels, 2015). We argue that the “pipeline” metaphor is part of the problem: it implies a singular pathway into engineering that is shaped by narrow curricular concepts of STEM education. Instead, we suggest that engineering disciplines should consider recruiting from a “deep pool”—one that recognises and values the dispositions generated through engagement with creative and critical curricula.