Section 3: Building STEM capital in the classroom
In this section we look at
- What is STEM capital? How might it be built in the classroom?
- How does STEM capital relate to unconscious bias and gender equality?
- Case-studies and examples
- Introduce classroom activities
- Short quiz
- Self-reflective exercise
Learning outcomes for section 3
By the end of this section you will have
- Understood what STEM capital is and different theories of how to build it in the classroom
- Reflected on how STEM capital relates to gender equality
- Built confidence in teaching and delivering science experiments and STEM based materials
- Gained experience in leading classroom discussion on science, STEM subjects, gender equality and stereotypes and facilitating pupil conversations and learning in relation to subject choice and school experience
Section 1 explored gender inequality, stereotyping and female underrepresentation in STEM. Section 2 considered the impact of unconscious bias in the classroom. In this section we develop the idea of ‘STEM capital’ and explore how an understanding of this concept can provide a useful framework for active interventions in the classroom. We also look at how a lack of STEM capital and unconscious bias interact in female pupil’s experience of education and in the choices that they make.
This section follows the same style as the rest of the course and aims to provide a frame within which you can work with colleagues to share, act and evaluate on the basis of your collective experience. You’ll be asked to reflect and act on some specific STEM topics, but it is important to stress that it makes no assumptions about your STEM background.
3.1 STEM Capital