Connection, Engagement, and Belonging: Exploring Young Women’s Positive Experiences for Building Inclusive STEM Classrooms

Authors

  • Elizabeth Saville UBC Okanagan
  • Sabre Cherkowski University of British Columbia - Okanagan
  • Jennifer Jakobi

DOI:

https://doi.org/10.11575/ajer.v69i1.75063

Abstract

This qualitative study was designed from an appreciative and positive research focus to examine how and why young women engage in, succeed, and persevere in STEM courses. The objective was to gain student perspectives on improving gender equality in STEM education. From the questionnaire and focus groups with participating women university students enrolled in STEM courses three themes emerged (a) Relational Connection with teachers and/or students, (b) Engagement with STEM Curriculum that reflected influential pedagogical learning cultures, and (c) Cultures of Belonging and inclusion. This research offers insight into positive factors for women’s success in STEM academics and careers.

Keywords: Female students in STEM; STEM Education; STEM Engagement; Inclusivity; Gender Bias

Cette étude qualitative a été conçue dans une optique de recherche appréciative et positive afin d'examiner comment et pourquoi les jeunes femmes s'engagent, réussissent et persévèrent dans les cours de science, technologie, ingénierie et mathématiques (STIM). L'objectif était d'obtenir le point de vue des étudiantes sur l'amélioration de l'égalité des sexes dans l'enseignement des STIM. Le questionnaire et les groupes de discussion auxquels ont participé des étudiantes universitaires inscrites à des cours de STIM ont permis de dégager trois thèmes : (a) le lien relationnel avec les enseignants et/ou les étudiants, (b) l'engagement dans le programme de STIM qui reflète des cultures d'apprentissage pédagogiques influentes, et (c) les cultures d'appartenance et d'inclusion. Cette recherche offre un aperçu des facteurs positifs pour la réussite des femmes dans les études et les carrières en STIM.

Mots clés : étudiantes dans les STIM ; éducation aux STIM ; engagement dans les STIM ; inclusion ; préjugés sexistes

Author Biographies

Elizabeth Saville, UBC Okanagan

Elizabeth Saville is a PhD Candidate in the Okanagan School of Education at the University of British Columbia Okanagan. Her dissertation research explores how diverse students perceive their experiences in STEM classrooms to contribute to a sense of identity and belonging in STEM. This research aims to support secondary STEM (Science, Technology, Engineering and Mathematics) educators in creating and sustaining classroom cultures that support identity and belonging for all students in STEM. Elizabeth’s work is inspired by over 20 years of experience teaching STEM in both BC and Ontario.

Sabre Cherkowski, University of British Columbia - Okanagan

Sabre Cherkowski, PhD, is a Professor and Director of Graduate Programs in the Okanagan School of Education at the University of British Columbia. She holds a Tier 1 Principal's Research Chair in Leadership, Learning, and Wellbeing at UBC Okanagan.

Jennifer Jakobi

Jennifer Jakobi, PhD, is a Neuromuscular Physiologist, and Professor in the School of Health and Exercise Sciences at the University of British Columbia Okanagan. She is Director of the integrative STEM Team Advancing Networks of Diversity Program and NSERC Chair for Women and Science and Engineering. These programs aim to recruit, support, and increase underrepresented persons in STEM fields.

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Published

2023-03-17

How to Cite

Saville, E., Cherkowski, S., & Jakobi, J. (2023). Connection, Engagement, and Belonging: Exploring Young Women’s Positive Experiences for Building Inclusive STEM Classrooms. Alberta Journal of Educational Research, 69(1), 103–117. https://doi.org/10.11575/ajer.v69i1.75063

Issue

Vol. 69 No. 1 (2023): Spring

Section

ARTICLES

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