Making Science Make Sense

Key Survey Findings

• Parents believe teachers play the greatest role in stimulating their children's interest in science (45 percent sons; 57 percent daughters), followed by parents themselves (25 percent sons; 25 percent daughters) and then media, such as film, television, books and magazines (17 percent sons; 9 percent daughters)
  
  
• When it comes to science toys like microscopes, telescopes, experiment kits or mineral, rock or fossil collections, two-thirds (64 percent) of parents say they have given such items to their sons in the past year; roughly half (47 percent) say they have to their daughters
  
  
• While more than eight in 10 parents polled say their children have an interest in science (88 percent sons; 85 percent daughters), they are more likely to say their sons are "very interested" (52 percent) than their daughters (28 percent)
  
  
• When asked if their children have ever expressed an interest in continuing to study or have a career in science, math or engineering, roughly two-thirds (63 percent) say yes for their sons; 42 percent say yes for their daughters
  
  
• While nine out of 10 parents (91 percent sons; 86 percent daughters) feel a science and engineering (S&E) career is desirable for their children, more feel it is "very desirable" for their sons (65 percent) than for their daughters (41 percent)
  
  
• A full three-quarters of parents (75 percent sons; 73 percent daughters) are "very confident" that their children have the ability to succeed in science and math in school
  
  
• While nine in 10 parents (92 percent sons; 90 percent daughters) are confident that their children have the ability to succeed in a science or engineering career, more are "very confident" about their sons (69 percent) than about their daughters (57 percent)
  
  
• Overall, parents report being very active when it comes to encouraging and/or helping their children learn science. There was little difference between what they reported doing with their sons and their daughters.
  
  

  Activity Done at Least Once a Week	Sons	Daughters
  Encourage them to do well in school	95%	96%
  Emphasize science is an important subject to learn	70%	63%
  Teach science informally at home	42%	42%
  Assist them with science homework/school projects	42%	39%
  Encourage them to learn science through books	41%	36%
  Encourage them to learn science hands-on	37%	31%

Challenges Faced Learning Science

• When it comes to learning science, more parents identify challenges for their daughters than their sons. More than half of the parents indicate the following challenges ("big" or "somewhat") for their daughters:
  
  • Science classes that are boring or uninteresting (58 percent for daughters; 51 percent for sons)
  • Teachers who are poorly qualified to teach science (57 percent for daughters; 47 percent for sons)
  • Few good science role models or mentors for them (56 percent for daughters; 45 percent for sons)
  • Science is a difficult subject to learn (54 percent for daughters; 43 percent for sons)
  
  
• Issues parents believe pose either "little" or "no challenge" for their children:
  
  • Science is not a cool subject (67 percent no for sons; 64 percent no for daughters)
  • Teachers who hold the view that their sons and daughters don't belong in science (75 percent no for sons; 69 percent no for daughters)
  • Learning science when English is not their first language (70 percent no for sons; 69 percent no for daughters)
  
  

Science and Engineering Careers for Their Children: Fantasy or Reality?

• Nearly six in 10 (59 percent) parents think an advanced degree beyond a college bachelor's degree is necessary to have a job in science and engineering
  
  
• Two-thirds (64 percent) of parents were surprised to learn that, according to the National Science Foundation, seven in 10 Americans working in science or engineering today have a bachelor's degree or less education
  
  
• Nearly nine in 10 (88 percent) parents say that now knowing seven in 10 Americans working in science or engineering today have a bachelor's degree or less makes them think science and engineering hold realistic job opportunities for their children
  
  
• Another nine in 10 (88 percent) parents feel the S&E community needs to do a better job telling today's students about these job opportunities

Under-representation

• Two-thirds (66 percent) of parents are aware of the under-representation of women and minorities in science and engineering fields
  
  
• Half (56 percent) the parents are concerned about this under-representation, although only 15 percent say they are "very concerned"
  
  
• For those parents who express concern, their reasons include:
  
  • Everyone should have an equal shot at these jobs (37 percent)
  • Discrimination of any kind is inappropriate and unfair (21 percent)
  • We need all the talent we can get (14 percent)
  • Other (28 percent)
  
  

Who Holds Responsibility?

• When asked who holds the greatest responsibility for ensuring that women and minorities succeed in science and engineering fields, parents polled say:
  
  • Parents (70 percent)
  • The Women and Minorities Themselves (66 percent)
  • Schools (53 percent)
  • Science and Engineering Community (49 percent)
  • Government (21 percent)
  
  
• In order to eliminate this under-representation, almost all (95 percent) parents say it is important that girls and minorities receive a strong science and math education beginning in elementary school, with 78 percent saying it is "very important"
  
  
• Nearly three-fourths (72 percent) of parents agree that the science and engineering community, including companies who employ S&E workers, should develop programs that attract, encourage, and retain girls' and minority students' interest in science and math in school
  
  
• Specifically, parents believe the following company-sponsored education programs would be valuable:
  
  • Classroom programs that bring women and minority science and engineering workers into classrooms to serve as role models/mentors (92 percent)
  • Internships or school-to-work programs for girls and minority high school students that bring them into companies to interact with professional science and engineering workers in the workplace (91 percent)
  • Scholarship programs that provide financial assistance to girls and minorities who are committed to earning a degree in a science and engineering field (91 percent)
  
  
• When asked if they believe that the under-representation by women and minorities threatens the United States' ability to compete with other countries in science and engineering, parents were divided with 47 percent saying "yes" and 49 percent saying "no"

Science Education and Science Literacy

• Eight in 10 (81 percent) parents believe that, in elementary school, science should be given the same emphasis as reading, writing and math.
  
  
• More than half (56 percent) the parents say that during their children's years in elementary school science has been given less emphasis than reading, writing, and math; one-third (37 percent) say it received the same emphasis
  
  
• At the elementary school level, parents most often assign their children's science education a "B" grade (43 percent); 28 percent rate it a "C"; and 17 percent an "A"
  
  
• In middle school or grades 6-8, 41 percent of parents rate their children's science education a "B"; 20 percent a "C"; and 17 percent an "A"
  
  
• Of those parents polled with high school age children, they most often give science education a "B" grade (29 percent); 11 percent rate it a "C"; and 18 percent an "A"
  
  
• Nearly all (98 percent) parents polled believe science literacy is important for non S&E workers; two-thirds (65 percent) say it is "very important"
  
  
• Eight in 10 (79 percent) parents polled consider themselves science literate
  
  
• Nearly nine in 10 (87 percent) say that hands-on learning, where students conduct experiments, form opinions and discuss and defend conclusions with others, is the most effective way for students to learn science