The Young Stem leader programme (YSLP), funded by the Scottish Government, is one of Scotland’s responses to the globally recognised STEM skills shortage (Kennedy, 2014; HAYS, 2019). The YSL programme aims to create culture change through training peer role models (YSLs) who actively challenge stereotypes around STEM and gender and the idea that STEM is reserved for elite students.  It aims to increase students’ STEM capital and improve retention in STEM subjects in both leaders and participants.  As well as supporting understanding of STEM concepts, there is a focus on development of leadership qualities, the mentoring relationship and the transversal competencies obtained by leaders.  This research is an evaluation of the early implementation of YSLP; understanding the most and least successful elements of the programme and the reasons behind these has implications for similar initiatives worldwide.

This research uses Markus and Nurius’ (1986) ‘possible selves’ theory as a framework to study YSL participants’ attitudes, thinking, aspirations and expectations towards STEM careers in an early pilot of the programme.  The theory, which considers the relationship between the desirability and probability of a future outcome, has previously been used to understand aspirations and expectations towards leaver destinations (Harrison, 2018).  Harrison’s (2018) proposed conceptual model for potential intervention points will be used to understand whether, and in what ways, the YSL programme changes students’ attitudes to STEM and STEM careers.

Places where the YSL programme may intersect with Harrison’s conceptual model are: 

Point 1: All people have an initial palette of possible selves, which are visions of what we might become; these could be positive or negative visions.  Sustained exposure to a palette of STEM related possible selves may be provided by a planned intervention such as YSL.

Point 2:  This research will take an ecological perspective (Biesta and Tedder, 2006) which acknowledges that young people act by means of their environment, drawing on their past experiences, their possible future selves and cultural, structural and material resources to make decisions pertaining to a current dilemma or course of action.  Personal beliefs underpin actions in the present, therefore understanding and challenging underlying belief systems may be needed to change attitudes and expand possible horizons.   

Point 3: Possible selves are translated to probably like-to-be and like-to-avoid selves through a process of ‘elaboration’, whereby detailed pathways are understood. This can be supported by planned interventions such as YSL which allow children to develop their own understanding of the pathways through student-led projects and subsequent reflection.  Engagement with positive STEM role models, which is encouraged in the YSL model, can also contribute to positive and well understood visions of probable selves.

The research considers the impact of YSLP, with a particular focus on the intersection of the project aims and the possible selves framework intervention points.

Primary data collection for the programme pilot took place in March - June 2020, with analysis completed by September 2020. Qualitative work exploring attitudes to STEM, career intentions and skills was completed in one primary school, one secondary school and one community setting in the form of semi-structured adult interviews and focus groups with the younger children. Questions were designed using the ‘possible selves’ framework and programme aims. In addition to questions about participants’ perception of the programme’s impact, the themes associated with points 1, 2 and 3 on Harrison’s conceptual framework were explored; namely, the initial pallet of possible selves, agency and elaboration. Teachers’ and community leaders’ attitudes and expectations for the children, in relation to STEM qualifications and careers, were also considered. A further nine interviews with adults and nine focus groups with children will take place across three community settings, three primary and three secondary schools in the first half of 2021. To complement this qualitative research, one staff representative from all participating settings and all senior pupil participants will be invited to complete a questionnaire that explores attitudes to STEM, career intentions and skills.

Early findings from the pilot indicated that the palette of STEM-related possible selves was facilitated for many through a focus on a wide variety of STEM areas and use of role models. Inbuilt formal reflection was valued along with informal opportunities to discuss and reflect on developing leadership and interest in STEM. Challenging stereotypical beliefs around gender and STEM being the reserve of the elite were addressed in each of the settings; however, it was suggested that these stereotypes can prove difficult to overcome, as existing structures and attitudes may undermine attempts. As this research progresses throughout the next year, we will continue to explore this suggestion within a variety of different contexts. Understanding the interruption of stereotypical thinking will have implications for STEM interventions globally.

Biesta, G. and Tedder, M. (2006) How is agency possible? Towards an ecological understanding of agency-as achievement. Working Paper 5, Learning Lives. Kennedy, T.J. and Odell, M.R.L., 2014. Engaging students in STEM education. Science Education International, 25(3), pp.246-258. HAYS. (2019). HAYS global skills index. Retrieved from http://www.hays-index.com/ Markus, Hazel, and Paula Nurius. 1987. Possible selves: The interface between motivation and the self-concept. In Self and Identity: Psychosocial Perspectives. Edited by Krysia Yardley and Terry Honess. Oxford: John Wiley & Sons, pp. 157–72, ISBN 978-0-47191-125-8. Harrison, Neil. 2018, "Using the Lens of ‘Possible Selves’ to Explore Access to Higher Education: A New Conceptual Model for Practice, Policy, and Research." Social Sciences 7.10 (2018): 209.