• It is important for children to know that making mistakes is part of the journey. 

• Embracing a “growth mindset” where children are allowed to learn from their mistakes, can have a positive effect on their tenacity and perception of intelligence.

• If children realise that they are allowed to make mistakes they might be more likely to stay in STEM fields that they enjoy, even when they make a few errors along the way.

Ching, B. H.-H., Li, X. F., & Chen, T. T. (2023). Longitudinal links between parental failure mindsets, helicopter parenting, and fixed mindset of intelligence in adolescents. Journal of Youth and Adolescence : A Multidisciplinary Research Publication, 52(10), 2196–2213. https://doi.org/10.1007/s10964-023-01815-5

Rohmalimna, A., Yeau, O., & Sie, P. (2022). The role of parental parenting in the formation of the child’s self-concept. World Psychology, 1(2), 36-45. https://doi.org/10.55849/wp.v1i2.99

• Exposure to science and science related activities can have a big impact on a child’s interest in a STEM field, and might help then develop important skills that could help them in a STEM field later

• This exposure can include activities, toys, books and other media forms. 

Weisgram, E. S., & Dinella, L. M. (Eds.). (2018). Gender typing of children's toys : how early play experiences impact development (First). American Psychological Association. Retrieved January 10, 2024

Christidou, D., Papavlasopoulou, S., & Giannakos, M. N. (2021). Using the lens of science capital to capture and explore children’s attitudes toward science in an informal making-based space. Information and Learning Sciences, 122(5/6), 317-340. https://doi.org/10.1108/ils-09-2020-0210

• Research has shown that girls are particularly interested in the implications of STEM topics

• If you can help your child discover what they might be able to do with science (careers, social impact), they might be more likely to stick with a STEM field they enjoy.

Blanchard Kyte, S., & Riegle-Crumb, C. (2017). Perceptions of the social relevance of science: exploring the implications for gendered patterns in expectations of majoring in STEM fields.

Merayo, N. and Lanchares, A. A. (2022). Analysis of barriers, supports and gender gap in the choice of stem studies in secondary education. International Journal of Technology and Design Education, 33(4), 1471-1498. https://doi.org/10.1007/s10798-022-09776-9 

• Research has shown that having a role model similar to oneself can have a really positive impact on confidence and increase the likelihood of choosing a career in the same field as the role model 

• This doesn’t mean you need to find NASA rocket scientist to invite for tea - family members pursuing similar careers, mentors at school and scientist on screen can all act as great STEM role models for children 

Millar, V., Hobbs, L., Speldewinde, C., & Driel, J. v. (2022). Stakeholder perceptions of mentoring in developing girls’ stem identities: “you do not have to be the textbook scientist with a white coat”. International Journal of Mentoring and Coaching in Education, 11(4), 398-413. https://doi.org/10.1108/ijmce-11-2021-0100

Microsoft & KRC Research. How Role Models Are Changing the Face of STEM in Europe (Microsoft, 2018)

​​Merayo, N. and Lanchares, A. A. (2022). Analysis of barriers, supports and gender gap in the choice of stem studies in secondary education. International Journal of Technology and Design Education, 33(4), 1471-1498. https://doi.org/10.1007/s10798-022-09776-9 

• Supportive parents make the world of difference in childrens’ likelihood to pursue STEM careers 

• If a child is interested in STEM topics or activities, a parents attitude towards this can make all the difference.

Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (2017). Utility-value intervention with parents increases students’ stem preparation and career pursuit. Proceedings of the National Academy of Sciences, 114(5), 909-914. https://doi.org/10.1073/pnas.1607386114

Chiang, F., Tang, Z., Zhu, D., & Bao, X. (2023). Gender disparity in stem education: a survey research on girl participants in world robot olympiad. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-023-09830-0 

• School systems across the world often expect children to make decisions that could affect their future opportunities at an early age.

• Parents can play an important role in guiding and helping with these decisions, especially if they know what consequences these decisions might have on future career opportunities.

• Sometimes parents can unknowingly interact with their children in gender biassed ways. 

• Gender bias in parenting can seriously affect a child’s likelihood to pursue a STEM field.

• Look at the way you encourage children of different genders, and whether you have the same expectations of girls and boys. 

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2011). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166. https://doi.org/10.1007/s11199-011-9996-2

Saggi, K. (2018). Addressing the stem problem in ways that work. Industrial and Organizational Psychology, 11(2), 339-341. https://doi.org/10.1017/iop.2018.27