Role Models and Case Studies - National HE STEM Programme
Role Models and Case Studies - National HE STEM Programme
Role Models and Case Studies - National HE STEM Programme
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<strong>Role</strong> <strong>Models</strong> <strong>and</strong> <strong>Case</strong> <strong>Studies</strong> - Final Report<br />
By Dr Pat Morton, Centre for Science Education, Sheffield Hallam University, April 2011<br />
This report is an overview of work undertaken for the Science Council to identify the range of role<br />
models <strong>and</strong> case studies available to promote <strong>STEM</strong> subjects <strong>and</strong> careers to young people. The review<br />
examines the range <strong>and</strong> type of case studies as well as the use of role models in widening participation<br />
to under - represented groups in <strong>STEM</strong> careers.<br />
Science for Careers<br />
This research project arises from the Science for Careers Expert Group Action Plan published in March<br />
2010 which identified the need to exp<strong>and</strong> the breadth of role models <strong>and</strong> case studies beyond the<br />
traditional academic, research science <strong>and</strong> <strong>HE</strong> case studies that are often utilised. "The group agreed<br />
they would like to see more effort in showing the excitement <strong>and</strong> satisfaction achieved from ‘real’ jobs." 1<br />
ROLE <strong>Models</strong> are only part of the story…<br />
A role model scheme is 'an initiative seeking to promote SET (or <strong>STEM</strong>) to young people by intentionally<br />
promoting SET practitioners as positive role models' (according to Royal Society, 2004, Taking a<br />
Leading <strong>Role</strong>) but who are the role models that young people most frequently refer to? It is generally<br />
recognised that role models can be important…but defining characteristics <strong>and</strong> how they influence<br />
education <strong>and</strong> career choices is still unclear. Research findings vary - some suggest celebrities are most<br />
likely while others have found that family members <strong>and</strong> friends are still most influential (Bricheno <strong>and</strong><br />
Thornton, 2007).<br />
The age of young people will influence who <strong>and</strong> what they aspire to be when they grow up <strong>and</strong> their sex,<br />
ethnicity, backgrounds <strong>and</strong> life experiences are also hugely influential (Bourdieu, 1990; Hodkinson <strong>and</strong><br />
Sparkes, 1997) but we know that young people's 'social identities are fluid, multiple, <strong>and</strong> accommodated<br />
<strong>and</strong> resisted' (Francis et al, 2006) with young people drawing on some examples from their lives <strong>and</strong><br />
rejecting others to support <strong>and</strong> justify what are strongly held positions <strong>and</strong> opinions.<br />
From our experience (see www.wiset.org.uk ) of more than 10 years developing schemes for girls <strong>and</strong><br />
running women's courses as well as research on gender <strong>and</strong> SET - we know that:<br />
<br />
<br />
<br />
Girls <strong>and</strong> women in these careers need to be visible (this can be transferred to other under<br />
represented groups) - but that this is only a first <strong>and</strong> basic step.<br />
Having same sex role models to talk to (or mentors too) <strong>and</strong> read about can help you to<br />
underst<strong>and</strong> barriers to be faced, support measures needed - <strong>and</strong> just plain what to do if you do<br />
not see any other women studying / working in the sector.<br />
You need to be able to relate to the role model on a number of levels - more than just sex or even<br />
age - other wise the role model can have a negative effect.<br />
1 http://interactive.bis.gov.uk/science<strong>and</strong>society/site/careers/2010/03/03/new-science-for-careers-reportpublished/,<br />
p 21<br />
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