Interventions in Education to Prevent STEM Pipeline Leakage

Autor/inn/en	van den Hurk, Anniek; Meelissen, Martina; van Langen, Annemarie
Titel	Interventions in Education to Prevent STEM Pipeline Leakage
Quelle	In: International Journal of Science Education, 41 (2019) 2, S.150-164 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van den Hurk, Anniek) ORCID (van Langen, Annemarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1540897
Schlagwörter	Foreign Countries; Intervention; STEM Education; Dropout Prevention; Academic Persistence; Enrollment; Gender Differences; Educational Attainment; Disproportionate Representation; Secondary Education; Vocational Education; Postsecondary Education; Employment Potential; Sex Stereotypes; Teaching Methods; Self Concept; Academic Aptitude; Student Participation; Student Characteristics; Self Efficacy; Student Motivation; Sense of Community; Social Environment; Educational Environment; Netherlands + Suchen Sie Ihr Suchwort? Ausland; STEM; Einschulung; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Sekundarbereich; Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Niederlande
Abstract	The so-called leaking STEM pipeline (dropout in STEM education) has been the subject of many studies. The large interest of scholars in plausible causes of this leakage has resulted in a number of meta-reviews describing factors at system, school and student level related to interest and persistence in STEM education. The STEM pipeline discussion has also resulted in a large number of programmes aimed at enhancing STEM interest and persistence in STEM education. Although these programmes have been widely evaluated, there seems to be no consensus about which interventions are successful in raising interest in STEM or persistence in STEM education. This study reports the results of a systematic review of empirical studies in which the effectiveness of STEM-related interventions are assessed. Initially, 538 studies were found. The quality analyses showed that only a few of these evaluation studies are designed in such a way that it is likely that the found effects are caused by the intervention. Although some potentially effective interventions were found, this review shows that there is still a need for research into the effectiveness of those programmes, especially with regard to programmes preventing talented and initially motivated STEM students to drop out of STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01