Rewiring the STEM pipeline - a C-B-E framework to female retention
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Author(s)
Roemer, Carina
Rundle-Thiele, Sharyn
Pang, Bo
David, Patricia
Kim, Jeawon
Durl, James
Dietrich, Timo
Carins, Julia
Griffith University Author(s)
Year published
2020
Metadata
Show full item recordAbstract
Purpose:
Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes.
Design/methodology/approach:
The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess ...
View more >Purpose: Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes. Design/methodology/approach: The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness. Findings: A significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services. Originality/value: This paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.
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View more >Purpose: Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes. Design/methodology/approach: The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness. Findings: A significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services. Originality/value: This paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.
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Journal Title
Journal of Social Marketing
Copyright Statement
© 2020, Carina Roemer, Sharyn Rundle-Thiele, Bo Pang, Patricia David, Jeawon Kim, James Durl, Timo Dietrich and Julia Carins. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors.
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
Sociology
Social marketing
Marketing