YOUNG PEOPLE, SCIENCE AND TECHNOLOGY. ATTITUDES, VALUES, INTERESTS AND POSSIBLE RECRUITMENT SELECTED RESULTS FROM RECENT RESEARCH Svein Sjøberg, <svein.sjoberg@ils.uio.no> Home site http://folk.uio.no/sveinsj/ Professor in science education, University of Oslo and PhD Camilla Schreiner, Norwegian Centre for Science Education ERT event, Brussels Oct 2. 2008 This document is a brief documentation of some important findings that are of relevance for the discussions on of how young people relate to MST. Documentation, articles, PhDs and master thesis from a multitude of countries are updated at www.ils.uio.no/english/rose The data are mainly from the project ROSE(the Relevance of Science Education) where young learners at the age of 15 from more than 40 countries have expressed their views on several aspects related to S&T. In some cases, data are also drawn from the most recent Eurobarometer (EB) study on similar aspects. Here, the population is the adult population in 32 European countries. Some questions are identical in ROSE and EB, and this opens for interesting comparisons between the adults and the young generation, and enables us to identify possible generation shifts. Simple data are given on the following pages. Any initiative to address and possibly change young people’s educational choices and priorities must build on a valid description of the current situation as first step. The next step is to try to understand the data in terms of current theories on youth culture in late modern societies. Without a proper diagnosis, even expensive medicine will have no effect. Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 1 BRIEF SUMMARY There is currently a recruitment crisis in SET studies and careers, in many industrialized countries. It is, however, not correct to assert that young people have low and falling interest in SET as such. They show their interest in several activities, like going to science centres, watching science programs etc. moreover, young people ‘love’ to use new ICT technologies, and they tend to think that science and technology can sort out most problems. Young people are great consumers of modern technological products, but they are not willing to be producers. They are very hesitant to choose SET as subjects in schools and (even more) as studies and careers. Young learners in all kinds of countries have rather positive attitudes to SET. There seems, however, mainly in richer countries, that the young generation are more ambivalent than the adults. Moreover, girls seem to be much more ambivalent that the boys, and the differences are most dramatic in the richest North‐European countries. Girls and boys in all countries have rather differing perspectives related to environmental challenges. Boys tend to think that the problems are exaggerated, and that they may fixed by experts. Girls think that the challenges are more serious, they also think that each of us may make a difference. Moreover, girls seem more than the boys willing to make sacrifices. The ROSE data confirm research on youth culture that tells us that educational choices for young people to an increasing degree are determined by their values. They want to express their identities (also) through their educational and occupational choices. Unless SET occupations seem to fit with the values of young, they will be reluctant to enter such careers. Values, meaning and identity matters more for girls than for boys, who seem to be more instrumental in their choices. Boys and girls have rather different set of values that are important for their future choice of careers. Girls are ‘people‐oriented’. They like to work with other people, and they want to get a job where they may be of help for other people. Unfortunately, their perceptions of engineers or scientists do not seem to fit this ‘people‐oriented’ image. Boys are much more thing‐oriented. They want to learn about spectacular phenomena, machines, bombs etc. They also want jobs where they can use and repair machines and things. They also favour higher salaries and a career that may make them famous. (Somewhat paradoxically, they also want their job to be simple!). School science seem to fail in many respects. Young people like school science less than most other subjects. School science has to a small degree showed them the relevance of SET for our culture and way of living. Moreover, school science has not opened their eyes for occupations and careers, and rather few think that school science will be of value for their future life. In most countries, there are large gender differences on all such questions. On the following pages, simple data are given in graphical form, with comments inserted in the graphs. In ROSE and EB, the degree of agreement with a statement is given on a scale from disagree to agree. All data are presented with mean values for girls and boys, with countries sorted by the Human Development Index (and partly by geographical proximity). For more elaborate analysis and publications, see the ROSE web site. A particular focus should be on gender differences, also since these seem to increase with the prosperity of the country. The responses have to be understood in terms of cultural and historical differences between countries. And above all, in terms of recent research on youth culture in late modern societies. No such analysis is given here, but the data provide a starting‐point. Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 2 ATTITUDES TO NEW S&T: A (NEGATIVE?) GENERATION SHIFT? AND INCREASING GENDER DIFFERENCES? Turkey
Romania
Bulgaria
Croatia
Hungary
Slovakia
Latvia
Lithuania
Estonia
Poland
Czech Republ
Slovenia
Malta
Cyprus
Greece
Portugal
Spain
Italy
France
Germany E
Germany W
Austria
Switzerland
Ireland
N Ireland
Great Britain
Luxemburg
Belgium
Netherlands
Finland
Iceland
Sweden
Denmark
Norway
Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Botswana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
The adult
population in all
European
countries are very
positive towards
many aspects of
S&T, and the
gender differences
are negligible ,
while…. 1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
The application of science and new technologies will
make peoples’ work more interesting
The young
European are also
basically positive,
but there is some
reluctance or
ambivalence, in
particular among in
the most wealthy
countries.
There is also a
growing gender
difference, with
girls being more
sceptical than
boys. 0
10
20
30
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 3 40
50
60
70
80
90
100
Mean G5. New technologies will make work more
interesting
(CONT’D) ATTITUDES TO S&T: A POSSIBLE NEGATIVE GENERATION SHIFT IN THE MORE AFFLUENT COUNTRIES? Turkey
Romania
Bulgaria
Croatia
Hungary
Slovakia
Latvia
Lithuania
Estonia
Poland
Czech Republ
Slovenia
Malta
Cyprus
Greece
Portugal
Spain
Italy
France
Germany E
Germany W
Austria
Switzerland
Ireland
N Ireland
Great Britain
Luxemburg
Belgium
Netherlands
Finland
Iceland
Sweden
Denmark
Norway
1,0
Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Botswana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
The adult population
in all European
countries are very
positive towards
these aspects of
S&T. gender
differences are
small, with males
somewhat more
postive, while…. 1,5
2,0
2,5
3,0
3,5
4,0
4,5
Science and technology make our lives healthier,
easier and more comfortable
The young
Europeans are
more reluctant, in
particular in the
most wealthy
countries.
There is also a
growing gender
difference, with
girls being more
sceptical than
boys.
0
5,0
10
20
30
40
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 4 50
60
70
80
90
Mean G4. Science and technology make our lives
healthier, easier and more comfortable
100
(CONT’D) ATTITUDES TO S&T: A POSSIBLE NEGATIVE GENERATION SHIFT IN THE MORE AFFLUENT COUNTRIES? Turkey
Romania
Bulgaria
Croatia
Hungary
Slovakia
Latvia
Lithuania
Estonia
Poland
Czech Republ
Slovenia
Malta
Cyprus
Greece
Portugal
Spain
Italy
France
Germany E
Germany W
Austria
Switzerland
Ireland
N Ireland
Great Britain
Luxemburg
Belgium
Netherlands
Finland
Iceland
Sweden
Denmark
Norway
Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Botswana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
The adult
population in all
European
countries are very
positive towards
many aspects of
S&T, and the
gender differences
are negligible ,
while…. 1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
The benefits of science are greater than any harmful
effects it may have
The young
Europeans are
more reluctant, in
particular in the
most wealthy
countries
Japanese
young
people have
little
confidence
in science 0
10
20
30
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 5 40
50
60
70
80
90
100
Mean G6. The benefits of science are greater than
the harmful effects it could have
INTERESTING TOPICS TO LEARN ABOUT: BOYS’ PRIORITIES Many technical and
mechanical items
have strong appeal to
boys, but is of very
little interest to girls.
These are just two
examples Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 6 INTERESTING THINGS TO LEARN ABOUT: GIRLS’ PRIORITIES Girls in all countries
would like to learn
about issues related to
health and medicine,
while boys in the
more developed
countries have little
interest in these
issues. Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 7 THINGS TO LEARN ABOUT: APPEALING TO GIRLS AS WELL AS BOYS: THE UNKNOWN, THE PHILOSOPHICAL ... Young people in
all cultures are
interested in
learning about
things that are
being explored,
things that are
unknown, topics
that may have
philosophical
aspects.
Such items appeal
to boys as well as
to girls.
Here are two
examples. Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 8 EXPERIENCES WITH SCHOOL SCIENCE (AFTER 9 YEARS...): A GLOOMY PICTURE? Ugan da
Gh ana (Cen tr)
L eso tho
Swazilan d
Zimb abwe
Bo tsw an a
Philipp in es
Ban glad esh
Ind ia (Guj)
Ind ia (M umb)
M alaysia
Trin id ad & T.
Tu rkey
Greece
Portug al
Spain (Bal)
R ussia (Kar)
Poland
Czech Rep.
L atvia
Eston ia
School science
seems to have
failed in many
ways. These are
just two of many
examples.
Girls seem to have
developed even
less taste for
science than boys
have.
Sloven ia
A ustria
Germany
Ireland
Scotland
N. Ireland
En gland
J apan
Fin lan d
Icelan d
Sweden
Den mark
No rway
Uganda
Ghana (Centr)
Leso tho
Swaziland
Zimbabwe
Bo tsw ana
Philipp ines
Bangladesh
India (Guj)
Ind ia (Mumb)
Malaysia
Trinid ad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
A ustria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
No rway
0
0
10
20
30
40
50
60
70
80
90
1 00
I like school science better than most other subjects
10
20
30
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 9 40
50
60
70
80
90
100
Mean F15. I would like to have as much science as
possible at school
CONCERN FOR THE ENVIRONMENT. A GENDERED TOPIC! Uganda
Ghana (Centr)
Leso tho
Swaziland
Zimb abwe
Bo tsw ana
Philipp ines
Banglad esh
India (Guj)
Ind ia (Mumb)
Malaysia
Trinid ad & T.
Turkey
Greece
Portug al
Spain (Bal)
R ussia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
A ustria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
No rway
Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Bo tsw ana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
Young people in
all cultures think
that we should
care more about
protection of the
environment, and
in all countries,
girls find this even
more important
than boys do. 0
10
20
30
40
50
60
70
80
90
Mean D10. People should care more about
protection of the environment
Japanese
do not trust
the
experts... 0
100
10
20
30
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 10 40
50
60
70
80
90
100
Mean D13. Environmental problems should be left to
the experts
BOYS: A STRONG (AND NAIVE?) BELIEF IN SCIENCE AND TECHNOLOGY? Many boys
have a strong
belief that S&T
can sort out all
environmental
problems A considerable
number of boys
think that S&T
can sort out
nearly all kinds
of problems,
while girls are
more reluctant
(and realistic?) Again:
Japanese
scepticism
towards S&T Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 11 IMPORTANT FOR CHOICE OF JOB: THE PRIMACY OF PERSONAL RELEVANCE, VALUE AND MEANING Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Botswana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
Young people in
all cultures want to
have a job that fits
with their attitudes
and values, and
this seems to be
most important for
the choices of
girls. 0
10
20
30
40
50
60
70
80
90
Mean B16. Working with something that fits my
attitudes and values
100
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 12 IMPO
ORTANT FOR FUTURE JOB . GIRLS’ JOB P
PRIORITES: PE
EOPLE‐ORIEN
NTED Uganda
Gha na (Centr)
Lesotho
Swaziland
Zimbabwe
Botsw ana
P
Philippines
Bangladesh
I
India
(Guj)
Ind
dia (Mumb)
Malaysia
Tr inidad & T.
Turkey
Greece
Portugal
S
Spain
(Bal)
Ru
ussia (Kar)
Poland
C
Czech
Rep.
Latvia
Estonia
While girls in
most countries
want to work
with people,
boys are
much reluctant Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
Similar patte
ern: While
girls in mos
st
countries want
w
a job
where they can help
other people
e, boys
are much re
eluctant.
And
Scandinavian
boys are the
most reluctantt
when it comes
s to
helping other
people Sc
candinavian
bo
oys are the
most reluctant
wh
hen it comes
to work with
otther people 0
10
0
20
30
40
50
60
70
80
90
100
Mean
n B1. Working with people rather than things
per Page 13 Svein Sjøbeerg and Camilla SSchreiner: ROSE background pap
IMPORTANT FOR FUTURE JOB: BOYS ARE THING‐ORIENTED. Ugan da
Gh ana (C en tr)
L eso tho
Swazilan d
Zimb abwe
Bo tsw an a
Philipp in es
Ban glad esh
Ind ia (Guj)
Ind ia (M umb)
M alaysia
Trin id ad & T.
Tu rkey
Greece
P ortug al
Spain (Bal)
R ussia (Kar)
P oland
Czech Rep.
L atvia
Eston ia
Girls are not
interested in
learning about
technical,
mechanical
issues like how
petrol or diesel
engines work
Girls in Europe
are not interested
a job where they
work with
machines or
tools.
Boys in all
cultures
indicate strong
interest in most
items related to
technical and
mechanical
issues. Sloven ia
A ustria
Germany
Ireland
Scotland
N. Ireland
En gland
J apan
Fin lan d
Icelan d
Sweden
Den mark
No rway
0
10
20
30
40
50
60
70
80
90
Mean B7. Working with machines or tools
1 00
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 14 POSSIBLE RECRUITMENT TO SCIENCE, ENGINEERING AND TECHNOLOGY? Uganda
Ghana (Centr)
Lesotho
Swaziland
Zimbabwe
Botsw ana
Philippines
Bangladesh
India (Guj)
India (Mumb)
Malaysia
Trinidad & T.
Turkey
Greece
Portugal
Spain (Bal)
Russia (Kar)
Poland
Czech Rep.
Latvia
Estonia
Neither Boys
nor girls in
developed
countries are
keen to
become
scientists! Slovenia
Austria
Germany
Ireland
Scotland
N. Ireland
England
Japan
Finland
Iceland
Sweden
Denmark
Norway
0
10
20
30
40
50
60
70
80
90
Mean F14. I would like to become a scientist
Ugan da
Gh ana (Cen tr)
L eso tho
Swazilan d
Zimb abwe
Bo tsw an a
Philipp in es
Ban glad esh
Ind ia (Guj)
Ind ia (M umb)
M alaysia
Trin id ad & T.
Tu rkey
Greece
Portug al
Spain (Bal)
R ussia (Kar)
Poland
Czech Rep.
Latvia
Eston ia
Extremely few
girls in most
European
countries would
consider
becoming
scientists. Very few girls
in most
European
countries would
like to get a job
in technology European
Boys are
more positive
towards
getting a job
in
technology,
but not very
enthusiastic. Sloven ia
A ustria
Germany
Ireland
Scotland
N. Ireland
En gland
Japan
Fin lan d
Icelan d
Sweden
Den mark
No rway
100
0
10
20
30
Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 15 40
50
60
70
80
90
Mean F16. I would like to get a job in technology
100
FURTHER PLANS FOR RESEARCH AND INITIATIVES IRIS: A new international study, with the core financed by the EU FP7 (Science and Society). FP7 funding for the planning phase is assured. Ffunding remains for the appr. 40 ’associated’ partners who have expressed interests to join data collection. Factors influencing recruitment, retention and gender equity in science, technology and and mathematics higher education. Research questions in IRIS: 1. Educational choices, choosing or nor choosing STM What is my
friends'
opinion about
this?
Am I
interested in
the subject?
Will I find the
work
meaningful?
What about
mom and
dad's work?
Will the
profession
suit med?
Am I good
enough?
Will I
manage
to get a
job?
What are the
employees in the
field concerned
about at work?
What are the priorities, considerations, values and experiences on which young people base their educational choice? 2. Recruitment initiatives How are the
salaries
Does it suit
boys or
girls?
What are the success factors for initiatives and efforts aimed at recruiting more young people (women in particular) to higher STM education? 3. Dropout/optout How large is
the risk, and
what do I have
to sacrifice?
In what proportions, and for what reasons, do STM students decide to leave their education before graduation? IRIS lead country: Norway Camilla Schreiner <camilla.schreiner@naturfagsenteret.no> Ellen Karoline Henriksen <e.k.henriksen@fys.uio.no> Svein Sjøberg <svein.sjoberg@ils.uio.no> web site (for Norwegian ongoing pilot study) http://www.naturfagsenteret.no/vilje­con­valg/ Svein Sjøberg and Camilla Schreiner: ROSE background paper Page 16