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STEM Programs and Interventions as a Tool for Reducing Social, Gender and Family Related Inequalities in Education

In the context of contemporary worldwide trends in STEM education in which collaboration between different stakeholders in promoting positive student outcomes is stressed, various STEM programs and interventions are designed and implemented. The aim of this paper is to present the information about the effectiveness of STEM programs and interventions, especially related to effects of such programs on the existing social, gender or family-based gap and inequalities in STEM and science education. It is presented and elaborated findings and experiences from three different comprehensive STEM research projects with international participation, in which such interventions and programs were conducted. The effects of such programs in reducing social, gender and family- based inequalities in STEM are especially considered and discussed. The paper summarizes empirically based recommendations about future trends in STEM interventions and programs in education. The paper deals with contemporary worldwide trends in STEM education in which collaboration between different stakeholders in promoting positive student outcomes is stressed, and STEM programs and interventions are designed and implemented as a way of achieving desired achievement. The general aim to foster science education and positive outcomes in current educational systems, are proposed to by achieved by wide collaboration between schools, non-formal and informal education providers, parents, business and industry sectors, local authorities and civil society organizations. The mentioned trends in current debate is more often marked with the concept of “open schooling”, what is recently very important trend in science and STEM education. Therefore, the present paper summarize trends, and on the base of empirically derived findings offers new insights how STEM intervention programs should be more efficient, especially in relation to existing social, gender and family related gaps in achievement and interest. In the present contribution we intended to summarize the information about the effectiveness of such SIP, discuss findings and experiences from three different STEM research projects, and give empirically based recommendations about future SIP trends in education, especially related to the effects of such programs in reducing social, gender and family-based inequalities in STEM. As some recent meta- analysis and review studies have highlighted, the issues of designing, implementing, and evaluating effects of STEM intervention programs should be a growing subject of interest in science education (George-Jackson & Rincon, 2012 ; Scott-Little, Hamann, & Jurs, 2002 ; Valla & Williams, 2012).

STEM, STEM education, primary school

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