Science, Technology, Engineering and Mathematics (STEM) shape almost every aspect of modern life, from the technology we use daily to the medical innovations that transform healthcare. Yet the people who go on to study and work in STEM fields often come from a surprisingly narrow range of backgrounds. Physics teacher at Loughborough Grammar School, Leicestershire, and head of STEM at Loughborough Schools Foundation, Rebecca Mack, discusses why creating a more inclusive and accessible STEM programme doesn’t begin at university or even GCSE level, but the second children step into education.
Challenging stereotypes from the start
One of the biggest barriers to inclusivity in STEM is not ability, but perception. Working in a single-sex boys’ school, I’ve had to challenge the perception many times that STEM is just engineering and building cars. While that is a route, this attitude already closes doors for people who don’t “feel” like they fit this mould.
The language surrounding core academic subjects can shape confidence before students have even had the opportunity to explore them properly. Stereotypes about subjects like maths and physics begin very young. Students often hear phrases such as “maths is tricky” or “I’m just not a maths person.” Interestingly, we rarely hear similar comments about reading.