A Position Paper of Students of Grade 11-STEM
Is STEM Only for the Smart? Challenging the Stereotypes
Science, Technology, Engineering, and Mathematics (STEM) education plays
an important role in national development. Encouraging students to pursue STEM is
essential for technological and scientific advancements. However, there has been a
concerning decline in student interest in STEM strands in senior high school. This
issue has been growing over the years, raising concerns about the future of STEM
careers. One major reason for this decline is the stereotype that STEM is only for
highly intelligent students. Many students believe that STEM is too difficult and only
suited for those with exceptional academic abilities, discouraging them from
considering the strand.
The belief that STEM is only for highly intelligent students creates a barrier that
stops many capable students from pursuing it. This stereotype needs to be challenged
so that all students, no matter their perceived intelligence, feel encouraged to explore
STEM fields. Schools and educators must work together to break down these
stereotypes and make STEM more accessible for everyone.
Some people argue that STEM is too difficult and should only be for students
with exceptional intelligence. They believe that STEM subjects require advanced
problem-solving, math skills, and critical thinking, which they think only a few students
can do well. According to a 2023 survey by The Student Room and AIA Worldwide,
80% of students think STEM careers are for the "smartest" people. This belief
suggests that success in STEM depends on being naturally talented, rather than on
effort and practice. As a result, many students feel that STEM is not for them,
especially if they don’t see themselves as highly intelligent.
While STEM does require critical thinking and problem-solving, these skills are
not limited to only highly intelligent students. Research shows that these abilities can
be developed through practice and exposure to STEM-related activities (Iwuanyanwu,
2020). Schools should focus on providing all students with the opportunity to develop
these skills, not just those who are already at the top of their class. The belief that
intelligence is fixed is also inaccurate. Studies show that teaching students a growth
mindset—understanding that intelligence can improve through effort, and it can help
them to perform better in challenging subjects like STEM (Yeager et al., 2019). With
the right support and encouragement, more students, even those who don’t initially
consider themselves "naturally smart," can succeed in STEM.
Although some argue that STEM is only for highly intelligent students, this belief
is limiting and discourages potential learners. Intelligence is not the sole factor in
determining success in STEM, but the motivation, curiosity, and perseverance are
equally important. By breaking the stereotype that STEM is only for the academically
gifted, more students can develop an interest in the field and contribute to scientific
and technological advancements.
The misconception that STEM is only for intelligent students negatively impacts
students' interest in pursuing the strand. This stereotype discourages capable
students from exploring STEM opportunities and limits the pool of future scientists,
engineers, and innovators. STEM education should be inclusive and accessible to all
students, regardless of their initial academic abilities.
To address this, schools need to create a more inclusive STEM environment.
Teachers should introduce STEM concepts early and make them engage for all
students, not just the top performers. One effective way to encourage students is by
organizing a School Expo, where junior high students can interact with senior high
students already in STEM tracks, explore projects, and participate in hands-on
activities. This could help break the stereotype by showing that STEM is for everyone.
Additionally, schools could start STEM clubs or workshops where students can learn
about coding, robotics, or environmental science in a fun, hands-on way. These
activities would give students the confidence to explore STEM and see that it’s about
effort and learning, not just being “smart.”
REFERENCES
Iwuanyanwu, Paul. (2020). Nature of problem-solving skills for 21st Century STEM
Learners:
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Studentroom. (2018, August 20). 80% of students put off STEM saying, “it’s only for
extremely clever people.” The Student Room. https://tsrmatters.com/blog/80of-students-put-off-stem-saying-its-only-for-extremely-clever-people/
Yeager, D.S., Hanselman, P., Walton, G.M. et al. A national experiment reveals where
a growth mindset improves achievement. Nature 573, 364–369 (2019).
https://doi.org/10.1038/s41586-019-1466