The APPG on Diversity and Inclusion in STEM published a report titled ‘Inquiry on Equity in STEM education’ which outlines the evidence on whether the education system provides equal chances in learning opportunities in STEM for all 3-19 year olds. You can read the full report here.
What is the APPG on Diversity and Inclusion for STEM?
STEM stands for science, technology, engineering and mathematics. In education, it means the study of these subjects and other subjects that sit under these terms including biology, chemistry, physics, statistics, computer science and design and technology.
“The All-Party Parliamentary Group (APPG) on Diversity and Inclusion in STEM aims to promote the inclusion and progression of people from underrepresented backgrounds in STEM. It seeks to encourage government, parliamentarians, academics, and businesses to work towards a STEM sector that is representative of the UK population. We also want to consider and influence changes in policy that will lead to this outcome.”
Inquiry on Equity in STEM education
The report is based on written evidence received from 20 organisations, two oral evidence sessions, 20 expert interviews and a literature review.
The inquiry found that inequality in the workplace is linked to a range of educational factors but note that these issues were more prevalent in earlier education. As students get older their educational pathways grow and diverge increasing the number of challenges and problems encountered. This underlines the importance of acting early.
Key Findings
There is a need for a more joined-up approach by Government to tackle the causes of inequality in STEM education. The inquiry found:
- Clear evidence of inequity at each stage of the education journey from early years to the workplace
- Inequity becomes more pronounced at GCSE and beyond.
- A levels are generally taken by more advantaged students while gender imbalances are heavily skewed in many STEM (Male:Female/9:1).
- At university level there are heavy gender imbalances in STEM subjects; students from well-off families are strongly over-represented.
Inequity cannot just be seen through the lens of gender, economic disadvantage or ethnicity
- Gender has received the most attention in recent years.
- The focus on these three lenses is an oversimplification.
- Those with SEND are ignored and make up 15% of pupils in schools.
- Mental health is a top five barrier to employment.
- From a very early age, the design of toys, attitudes of family and friends, role models and many other factors can reinforce unhelpful stereotypes.
Strengthening teaching will lead to positive outcomes for young people
- Quality of teaching has the greatest school-based impact and most primary school teachers are not STEM specialists. Evidence suggests teacher training across these levels have a significant impact in recruitment and retention in STEM roles.
- Setting and streaming of students reinforces inequality -high qualified teachers usually teach the higher sets and are less likely to be taught by subject specialists.
Wider access to good careers education has the potential to raise aspirations around STEM and reduce inequity
- There is evidence that suggests that all students, but working class students in particular benefit from effective career guidance yet these students are most likely to miss out on career guidance.Experience of the workplace and work experience play an important role in changing young people’s perceptions of STEM careers and raises aspirations.
- Employers have an important role to play in improving the supply of skilled labour, especially in light of Brexit. They need to increase diversity of their workforce.
Schools’ role in GCSE option selection is leading to inequity, especially in the most disadvantaged areas.
- ‘Double science’ and ‘triple science’ selection processes do not fully involve the students
- Some schools don’t allow ‘double science’ students to do A-Level science
- 8% of schools, mainly in disadvantaged parts of England, do not offer ‘triple science’. Just 53% of FSM ‘high achievers’ are taking triple science compared to 69% of non-FSM
- Computer science is not offered in 38% of schools and are mostly in disadvantaged areas
Recommendations
- There should be a minister responsible for addressing inequity within the education system and widening participation within higher and further education to prepare young people for the future.
- STEM education should be more relevant to the lives of all young people, appeal to a wider cross section of young people and do more to create the conditions to enable students to experience STEM as inclusive and ‘for me’.
- There should be more action to address teacher shortages in STEM subjects and more support for teachers to access specialist skills and knowledge linked to improving equity.
- Changes to careers support and guidance suggested by the Careers Strategy for England (2017) must be fully implemented and followed up to ensure it is consistent across all schools and reaching all young people.
- The Government should take steps to address the existing inequalities in provision of Double Award and Triple Science at GCSE.
- There should be a review of fundamental changes to STEM GCSEs which considers equity issues, providing findings to those preparing the next round of reforms.
