Why Generation Z is Afraid of STEM Education: Understanding the Negative Experiences and Perceived Difficulties
- learnwithone
- Jul 15, 2024
- 7 min read
Updated: May 6
We often hear that STEM education encompassing Science, Technology, Engineering and Mathematics is the way to go if societies are to shine. Even though there are many benefits associated with it, some Generation Zers still feel uneasy about it. In this blog, we are going to delve into the reasons behind the existence of accompanying fears or apprehensions, looking specifically at past failures and how tough they seem. Educators, policymakers, and parents can better support and encourage Generation Z (Gen Z) to pursue STEM careers by understanding those things.
Understanding Gen Z
The first cohort of individuals who grew up with the internet, cell phones, and social media as important aspects of their lives is Gen Z, i.e., those born between 1997 and 2012. In their pragmatic way of life and career pursuits, they are recognized for being tech-savvy, socially conscious, and having a tech-savvy approach to life and career paths. Nonetheless, many are hesitant about delving into STEM fields for various reasons. Let's see why this is so.
The Root of Fear: Negative Experiences in STEM Education
1. Early Negative Experiences
A. Lack of Involvement in Early Childhood Education:
There are many students who experience uninspiring and monotonous issues with STEM subjects. Boredom and disengagement are caused by early education, which usually focuses on rote memorization rather than hands-on, experiential learning.
To illustrate, memorizing the periodic table with no consideration of real-life applications in chemistry makes the subject appear unimportant and boring.
B. High pressure and expectations:
Feeling overwhelmed is usual due to the high expectations for performance in STEM subjects. Stress often arises from parents, teachers, and society at large, causing uneasiness as well as exhaustion.
Students who are faced with many challenges often become afraid of failing, which results in their alienation from STEM.
C. Adverse peer pressure:
Fellow students have a huge influence on how someone views STEM. The person could be thinking of not pursuing such areas if his/her peers think that STEM subjects are not interesting or that they are just difficult.
Calling somebody a “nerd” or a “geek” just because he/she has an interest in STEM subjects can prevent the learners from getting fully involved.
2. Ineffective Teaching Methods
A. Traditional Teaching Approaches:
Gen Z students are often uninterested in traditional teaching strategies that are lecture-oriented, involve taking notes, and emphasize standardized testing.
These techniques do not appear to be suited for various learning styles, especially for those students who enjoy visual, kinesthetic, or collaborative ways of learning.
B. Absence of Practical Applications:
Students find it hard to recognize how important their studies are when STEM learning is not linked to practical problems and implementation.
The curriculum often lacks practical examples and hands-on projects that show how STEM abilities can solve real-world problems.
C. Inadequate Teaching Practice:
Teachers who have not received effective training in STEM education may lack sufficient knowledge and confidence to be effective in teaching such subjects.
Teachers need professional development opportunities so that they can learn and stay updated on the latest strategies and technologies in STEM.
The Perceived Challenges of STEM Subjects
1. Complexity and Rigor
A. Challenging Content:
STEM subjects are considered tough because they need skills in critical thinking and math. The perceived challenges of these subjects scare most learners.
For example, without adequate support and guidance, physics, calculus, and computer programming can seem to have difficult concepts to understand.
B. Steep Learning Curve:
The steep learning curve in many STEM disciplines can discourage students who may not see immediate progress.
STEM subjects require exhaustive toil, which can discourage students who do not immediately reap benefits from noticeable progress.
For someone who seeks immediate feedback, it could be distressing to engage in procedural disciplines like programming due to the process of trial and error involved.
C. Fear of Failure:
A significant barrier is the fear of failure. Using STEM disciplines frequently involves testing and learning from one's mistakes, which can be discouraging for students who are unfamiliar with or not comfortable with the experience.
This dread is, in turn, intensified by the rarified nature of exams and projects. This has the effect of dissuading students from being adventurous or pursuing STEM any further.
2. Perception of STEM as Unwelcoming
A. Gender Stereotypes and Prejudice:
According to an article in the UNESDOC Digital Library - Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) published in 2017, only around 30% of all female students select STEM related fields in higher education.
Even though women have proven their efficiency again and again, gender stereotypes and biases continue to exist in STEM fields, which make the fields uncomfortable for female students.
In the field of STEM, women are often underrepresented, treated with prejudice, and less supported, which creates the idea that science, technology, engineering, and mathematics are not their disciplines.
B. Lack of Diversity:
The absence of diversity in STEM could mean that certain populations feel excluded or unwelcome here.
Minority students might choose not to go into STEM careers because they see very few role models or mentors who look like them.
C. Competitive Environment:
STEM fields are intimidatingly competitive. Therefore, students can feel like they must constantly prove themselves to their peers as well as their teachers, resulting in tension and anxiety.
This idea can be countered by ensuring learning environments that facilitate togetherness and supportiveness.
Strategies to Encourage Gen Z in STEM: How to tackle the problems
The above pedagogy in STEM education can be elaborated further in the below detailed sections. The first two points are in Section 1 [Revamping STEM Education]. The next two points are in Section 2 [Promoting Inclusivity] and the last point is elaborated in Section 3 [Supporting Teachers]
1. Revamping STEM Education
A. Hands-On Learning:
Incorporating hands-on, experiential learning opportunities can make STEM subjects more engaging and relevant.
To make STEM subjects more engaging and relevant, hands-on, experiential learning opportunities should be incorporated.
Projects, laboratory exercises, and activities that let students solve real-world problems have potential to make them comprehend application of STEM well.
LApp fosters deeper understanding, practical skills, and enthusiasm for STEM disciplines through hands-on learning.
B. Integrating Technology:
Using technology in the classroom to leverage learning experiences brings about an optimization of such experiences. Accessing difficult concepts could be easy through virtual laboratories, simulators, and education applications.
Educational games and platforms that employ gamification can also elevate involvement and inspiration.
LApp collaborates with educational institutions, non-profits, and government agencies. It leverages technology to create a dynamic, immersive, and engaging learning environment, preparing students for the challenges of the future.
C. Interdisciplinary Approaches:
When STEM is combined with outside examples, such as art (STEAM), it can lead to a more well-rounded approach to learning.
Studying literature, philosophy, economics, organizational psychology, and other so-called “non-science” subjects gives learners a unique perspective. This diverse experience sometimes puts them at an advantage over their peers.
Combining STEM with creative and critical thinking interdisciplinary projects would be able to appeal to a wider audience of learners.
Animations, games, and virtual experiments are the means adopted by LApp to make learning a deliberate and effective imbibing experience. This enriches students’ learning experiences, preparing them for a dynamic and interconnected world.
2. Promoting Inclusivity
A. Addressing Stereotypes and Bias:
Efforts are mandatory to fight against gender stereotypes and biases. Making STEM more inclusive may involve promoting the presence of inspirational women, creating supportive environments, and addressing biases in the classroom.
Conducting workshops as well as training sessions among educators and learners on how to deal with unconscious prejudices will help to foster a friendlier setting.
B. Encouraging Diversity:
Diverse inclusion in the STEM fields is important. Outreach to the underprivileged must be provided. There should be scholarships, mentorship programs, and community partnerships.
Representation is important. Students from all walks of life can be encouraged by showcasing a diverse selection of role models and success stories.
C. Building Supportive Communities:
Creating a sense of community among STEM students can alleviate feelings of isolation. Study groups, clubs, and online forums can provide peer support and collaboration opportunities.
By creating a sense of community for STEM students, it is possible for them to alleviate the feeling of loneliness. Online or offline study groups, clubs, and forums can provide peer support and collaboration opportunities and enhance the learning environment.
Nurturing and encouraging collaboration over competition can help create an inclusive and supportive atmosphere for learning.
3. Supporting Teachers
A. Professional Development:
Teachers need professional development consistently. The focus for training programmes should be on modern STEM methods of teaching, technology use, and how to engage various students.
There are valuable resources and insights available to teachers who form partnerships with industries and universities.
B. Collaborative Teaching Models:
Collaborative teaching models are beneficial. Such models include team-teaching, peer mentoring, and collaborative planning, which provide a dynamic and supportive atmosphere for students.
C. Teacher Support Networks:
Establishing support networks for STEM teachers can encourage the development of a community of practice where resources, strategies, and support are shared among educators.
LApp empowers teachers with the tools, knowledge, and support needed to create engaging and effective STEM learning experiences for their students.
For more on this, refer to our blog - Effective Strategies for Involving Kids in STEM Education.
Conclusion
Apprehension concerning STEM among Gen Z is based on the adverse experiences and assumed complexities of the subjects. Robust measures by teachers, policymakers, and parents can play a crucial role in ensuring that STEM education is attractive, accommodating, and user-friendly when they comprehend these challenges. Redesigning STEM education using hands-on learning, assimilating with technology, nurturing teachers, and advocating for inclusion could calm fears and encourage a new crop of innovators and problem solvers. We need to depend on our capability of nurturing and supporting the diverse talents of Gen Z in order to secure the future of STEM and ensure that they face tomorrow’s challenges and opportunities by being well prepared.
STEM identity plays a crucial role in career choices. When students see themselves as capable and interested in STEM, they are more likely to pursue their careers in STEM. Initiatives like LApp contribute to building this positive identity and preparing students for 21st-century challenges.
This article is written by Nisha Sharma
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