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Shoffner MarieF, Dockery DonnaJ. Promoting interest in and entry into science, technology, engineering, and mathematics careers. 2015;125-137doi: 10.1037/14439-010.
Shoffner, M. a. r. i. e. F., & Dockery, D. o. n. n. a. J. (2015). Promoting interest in and entry into science, technology, engineering, and mathematics careers. 125-137. https://doi.org/10.1037/14439-010
Shoffner, Marie F, and Dockery, Donna J. "Promoting interest in and entry into science, technology, engineering, and mathematics careers." vol. (2015): 125-137. doi: https://doi.org/10.1037/14439-010
Shoffner MarieF, Dockery DonnaJ. Promoting interest in and entry into science, technology, engineering, and mathematics careers. 2015;125-137. doi: 10.1037/14439-010. UIID-AD: 2164.
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2015;125-137. doi: 10.1037/14439-010.

Promoting interest in and entry into science, technology, engineering, and mathematics careers.

Marie F Shoffner, Donna J Dockery

UIID-AD: 2164 DOI: 10.1037/14439-010

Abstract

In this chapter, we discuss interventions and successful programs for broadening participation in science, technology, engineering, and math (STEM) careers. The development of highly qualified STEM workers and a kindergarten–12th-grade (K–12) educational system that produces STEM-literate citizens are national priorities. Therefore, techniques, approaches, and programs that increase the number of STEM workers and directly influence STEM educational and career development should be crucial foci of U.S. career professionals. We present current statistics and history related to the national need for a strong STEM workforce. Then we delineate factors critical to successful STEM interventions and conclude the chapter with a case study. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (chapter)

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