Context and Implications Document for: Recruitment to STEM studies: The roles of curriculum reforms, flexibility of choice, and attitudes

This guide accompanies the following article: Mellander, E. & Lind, P. (2021) Recruitment to STEM studies: The roles of curriculum reform, flexibility choice, and attitudes, Review Education. https://doi.org/10.1002/(ISSN)2049-6613 In many countries, recruitment education in Science, Technology, Engineering Mathematics (STEM) is viewed as insufficient relative needs arising through increasingly rapid technological change growing challenges with respect to, for example, environment, energy supply pandemics. deficiency especially marked female students. To increase studies, some countries have implemented upper secondary reforms. Netherlands, number study options has been reduced alternatives emphasised. Germany, students required take advanced mathematics, where they formerly could choose between basic mathematics. England, Royal Society formulated a vision implying that all should mathematics science up age 18. We assess Swedish reform 1995 was similar proposal launched by Society. Moreover, there later 2011, reversed changes earlier one, allowing us compare two reforms going opposite directions, one same country. also consider attitudes choice path these may impact on recruitment, directly indirectly, influencing reactions intentions educational can be very different from resulting outcomes. capture actual behaviour among those affected data spanning both pre- post-reform periods, well itself, are required, is, longitudinal data. 2002, German federal state Baden-Württenberg requiring had no effect results male While improved students, their drop-out rate increased too. 1995, vocational programmes stay an additional year, enable more academic including STEM, not successful either (Policy implication 1). A ‘soft’ alternative tried Netherlands. 1998, large limited only four profiles, which were STEM-oriented. under-representation studies. However, predominantly chose STEM-intensive ‘Science Technology’ profile while majority opted Health’ profile. studies demanding. One would thus expect uncertain about whether will cope it important risks associated choosing programme kept low. experiences support this conjecture. First, changing easy, common, stigmatising. Accordingly, ‘at margin’ try programme, than case, (first) (more) decisive. Second, 4-year Technology owes much its popularity feature incorporates long-term commitment higher otherwise programme. Specifically, after three years university or undertaking year training, yielding well-respected professional qualification. high participation often seems taken given. Data Sweden indicate dangerous presumption. Whereas enrolment close 30% mid-1980s, below 20% 2012. An factor behind downturn partial dismantling (dominated students) took place 1990 2010 meant option attend training third away. After reinstatement again but still did exceed 2017, end our period observation. Fortunately, negative development compensated enlarged inflow attending Supplementary 1-year Upper Secondary Science/Technology Due channels, share proceeding 12% 13% mid-1980s 2012, which, however, modest compared (see Policy Implication 4). For discussion use register data, population research, see Mellander (2017). assessed Görlitz Gravert (2016, 2018) Hübner et al. (2017) consequences Netherlands considered van Langen (2008). current system England described Hupkau Society’s concerning reformation (2014, 2018). pilot scheme preceding first evaluated Hall (2012). Görlitz, K., Gravert, C. (2016). effects school dropout. Applied Economics, 48(54), 5314–5328. https://doi.org/10.1080/00036846.2016.1176116 (2018). enrollment college major. Education 26(3), 321–336. https://doi.org/10.1080/09645292.2018.1426731 Hall, Effects Reducing Tracking School: Evidence Large-Scale Pilot Scheme. Journal Human Resources, 47(1), 237–269. https://doi.org/10.3368/jhr.47.1.237 Hupkau, C., McNally, S., Ruiz-Valenzuela, J., Ventura, G. Post-Compulsory England: Choices Implications. National Institute Economic Review, 240(1), R42–R57, https://journals.sagepub.com/doi/pdf/10.1177/002795011724000113# Hübner, N., Wille, E., Cambria, Oschatz, Nagengast, B., Trautwein, U. Maximizing gender equality minimizing course options? obligatory coursework math differences STEM. Educational Psychology, 109(7), 993–1009. https://doi.org/10.1037/edu0000183 On research. Nordic Studies Policy, 3(1), 106–118. https://doi.org/10.1080/20020317.2017.1313680 (2014). Vision mathematical (Royal Science Centre report 01/14). update 2018. https://royalsociety.org/media/education/policy/vision/reports/Vision-Update-2018.pdf Langen, A., Rekers-Mombarg, L., Dekkers, H. introduction compulsory profiles into Dutch education. British Research Journal, 34(6), 733–745. https://doi.org/10.1080/01411920802041590 Seminar Idea: New ways seeking subjects courses 2). raises question if new found based free creation novel paths. particular, traditionally regarded substitutes provide solution they, instead, complements and, thus, possible combine? idea illustrated examples. example concerns combination non-STEM By means ‘add-on’ science/technology education, completed become eligible prolongs provides them broad guaranteed at appropriate complete supplementary within stipulated 3). second involves devoted eligibility technology engineering followed need decide long when enrol programme; exit recognised labour market Issues consider: Could examples applied other countries? Are institutional obstacles, like limits maximum spent secondary, regulations preventing path? If so, eliminated?