Role Models and Case Studies - National HE STEM Programme

More documents

Recommendations

Info

Role Models and Case Studies - Final Report By Dr Pat Morton, Centre for Science Education, Sheffield Hallam University, April 2011 This report is an overview of work undertaken for the Science Council to identify the range of role models and case studies available to promote STEM subjects and careers to young people. The review examines the range and type of case studies as well as the use of role models in widening participation to under - represented groups in STEM careers. Science for Careers This research project arises from the Science for Careers Expert Group Action Plan published in March 2010 which identified the need to expand the breadth of role models and case studies beyond the traditional academic, research science and HE case studies that are often utilised. "The group agreed they would like to see more effort in showing the excitement and satisfaction achieved from ‘real’ jobs." 1 ROLE Models are only part of the story… A role model scheme is 'an initiative seeking to promote SET (or STEM) to young people by intentionally promoting SET practitioners as positive role models' (according to Royal Society, 2004, Taking a Leading Role) but who are the role models that young people most frequently refer to? It is generally recognised that role models can be important…but defining characteristics and how they influence education and career choices is still unclear. Research findings vary - some suggest celebrities are most likely while others have found that family members and friends are still most influential (Bricheno and Thornton, 2007). The age of young people will influence who and what they aspire to be when they grow up and their sex, ethnicity, backgrounds and life experiences are also hugely influential (Bourdieu, 1990; Hodkinson and Sparkes, 1997) but we know that young people's 'social identities are fluid, multiple, and accommodated and resisted' (Francis et al, 2006) with young people drawing on some examples from their lives and rejecting others to support and justify what are strongly held positions and opinions. From our experience (see www.wiset.org.uk ) of more than 10 years developing schemes for girls and running women's courses as well as research on gender and SET - we know that: Girls and women in these careers need to be visible (this can be transferred to other under represented groups) - but that this is only a first and basic step. Having same sex role models to talk to (or mentors too) and read about can help you to understand barriers to be faced, support measures needed - and just plain what to do if you do not see any other women studying / working in the sector. You need to be able to relate to the role model on a number of levels - more than just sex or even age - other wise the role model can have a negative effect. 1 http://interactive.bis.gov.uk/scienceandsociety/site/careers/2010/03/03/new-science-for-careers-reportpublished/, p 21 page 1/12
'Habitus challengers' (Hodkinson, 1996) can serve as positive role models to challenge fixed stereotypes over time - such as an uncle being an engineer and encouraging his niece - the girl knows the stereotype of engineering - but can challenge it because of her own knowledge of her uncle and his job. Thus the role model can be very different from the target group - but they need to be confident enough to challenge stereotypes and be supportive when confidence is lacking in the audience. Within careers EIAG - signposting young people to case studies / clips can provide additional information so they make informed choice. So careers advisers need to be able to trust the case studies / role model examples they are using and to know they will not reinforce stereotypes. At the same time further along the continuum real people role model schemes like STEM Ambassadors are strengthening their delivery and diversity to help deliver positive career messages as a part of STEM careers education and enrichment. This work is just as important…and we need to encourage all real life ambassador programmes as well as those organisations that use them to take the responsibility to be more aware of how role models are used and how they relate to the people they are engaging with. What works and Why Obviously there are many ways of providing case studies and role models - and different types can be made to work in different ways. Examples of use in action include: Issues Women in SET poster exercise - pupils have to guess the job role from a normal photo - then you explore stereotypes and real job roles. This exercise is hugely popular with teachers and other groups - demand is consistent. (www.wiset.org.uk) Watch short video clips that can be matched across to the curriculum in teaching e.g. In the Limelight (STEM careers) links to Future Morph / science and maths / Will the Lighting Designer. Just a useful context pointer and provides a flag for students to explore further. Direct young people to do their own research about various careers - using www.icould.com or www.careersbox.co.uk Real people within schools - for example the Undergraduate Ambassador Scheme (UAS) within geosciences at Southampton University. The providers of the case studies vary hugely. Employer case studies are generally there to promote the company as well as the sector. This can be acknowledged - but sometimes can be too strong and sound biased. Careers advisers will be aware of this. Sector Skills Councils and Professional Societies can provide information one step back from employer sites - and provide useful information linked to the sector or profession / chartered status - with less bias. Professional societies with education / career investment provide some really good case studies within an appealing framework. (Two sites not included in the report – Future Morph is the best example of this - and Maths Careers too). Careers based providers view STEM as one sector amongst many - their focus is wider - which could be employer wide case studies / information for young people who do not know what they want / teacher based activities / general careers education. Those sites with an equality and diversity focus are generally looking at one strand like gender or ethnicity - and can be useful to break down stereotypes. But there can be a risk in providing an unreal perspective to some young people. Different types of media There are many different media types available including real people, written case studies, posters, video and audio clips and films, blogs, online networks. Each has their own strengths and weaknesses - video clips on YouTube can be really accessible for young people if short and snappy - but written case studies and posters still go down well with teachers for young people in school. Written case studies page 2/12
Page 1: Exploring the Range of Role Models
Page 5 and 6: life of stories of a good range of
Page 7 and 8: Employer sites 22. Centrica graduat
Page 9 and 10: 16. Hodkinson, Phil and Sparkes, An
Page 11 and 12: Appendix Two - list of databases us
Page 13: Sectors page 12/12

Role Models and Case Studies - National HE STEM Programme

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?