A sense of belonging: The role of higher education in retaining quality STEM teachers

Meena M. Balgopal, Andrea E. Weinberg, Laura B. Sample McMeeking, Danielle E. Lin Hunter, Diane S. Wright

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the National Science Foundation as they began teaching in high-needs school districts. Teachers who felt connected to their professional and academic communities reported intentions to remain in the profession, while those who felt isolated reported intentions of leaving. It is critical for STEM academics to maintain professional relationships with graduates who pursue STEM teaching professions after graduation.

Original languageEnglish (US)
Article numbere0272552
JournalPloS one
Volume17
Issue number8 August
DOIs
StatePublished - Aug 2022
Externally publishedYes

ASJC Scopus subject areas

  • General

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