Finding hidden talents in STEM

By neglecting spatial thinkers, how many Elon Musks have we missed? 

This great question was posed by Dr Jonathan Wai, a research scientist at the Duke University Talent Identification Program. Dr Wai’s specialist subject is spatial thinkers; those who think first in images and have a capacity for mentally generating and transforming visual images. There is a lot of evidence that people with strong spatial abilities tend to gravitate towards and excel in fields such as physical sciences, engineering, maths and computer science, as well as art and design. 

Indeed, spatial learners have many strengths. They make connections easily, they are creative, innovative, reflective, and they are good at understanding concepts. Elon Musk, the inventor and tech entrepreneur behind Tesla Motors, is a great example. He can apparently see images with a clarity and detail that we might associate today with an engineering drawing produced by computer software. 

As we progress further into the digital age, the need for an increase in Science, Technology, Engineering and Maths (STEM) expertise is becoming ever more apparent. We are seeing this manifest itself on a global scale with an increase in STEM jobs coinciding with a distinct shortage of specialist skill, whether that be through loss of high-skilled workers or untapped pools of talent.

To help address this issue, many countries have implemented their own plans and grassroots initiatives to not only redress the gender imbalance often associated with STEM subjects but also to make learning science and careers in STEM more attractive to young people. The PISA 2015 report demonstrated parity between girls’ and boys’ science results, although when posed attitudinal questions, in some countries the gender imbalance regarding students’ dispositions to science-related careers still remained.

According to UNESCO’s 2015 report, ‘A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia’, fewer than 30% of STEM researchers globally are women. When looking at the gender imbalance in the region, the lack of female STEM teachers was thought to create fewer role models for girls and this then becomes a self-fulfilling prophecy. UNESCO highlights the need to initiate early and targeted intervention through education; they advise teachers are trained in gender-responsive teaching strategies and countries within the region to review their curricula and learning materials to ensure they do not perpetuate gender stereotypes. 

Improving students’ perceptions of STEM is another key area for consideration. Many countries have established ambitious national initiatives and targets, like the United Arab Emirates, who have outlined their intention to be shoulder to shoulder with other innovative countries as part of the ‘UAE Vision 2021’ agenda. Since 2012, the Abu Dhabi Education Council has been running the ‘Lema?’ initiative for both private and public school students in Grades 3-7, which has so far reached more than 170,000 students. Interactive extra-curricular activities like this have helped the UAE score significantly above the OECD average for enjoyment of learning science in PISA 2015. 

Fortunately, there are many measures and strategies that international schools can adopt to help identify and nurture their students’ potential. The Al Alfi Foundation in Egypt, for example, has placed a huge emphasis on identifying gifted and talented students in STEM subjects using cognitive abilities testing. This, however, is just one example. Within our latest report, experts talk about a range of measures and strategies that schools can adopt to identify these ‘hidden talents’ and ensure potential isn’t overlooked.

Please click here to read GL Education’s report, Hidden talents: the overlooked students. 
 

___________________________

Sarah Haythornthwaite lectured in engineering at the University of the West of England. She is now Director at GL Assessment (known internationally as GL Education).