Hispanic American Parents Speak Out About Their Children & Science.

According to Hispanic American parents, they themselves play the greatest role in stimulating their son’s interest in science (52 percent), followed by teachers (30 percent) and media, such as film, television, books and magazines (13 percent)

For their daughters, however, they believe teachers play the greatest role (43 percent), followed by them the parents (31 percent) and media (19 percent)

When it comes to science toys like microscopes, telescopes, experiment kits or rock, mineral or fossil collections, more than half of Hispanic parents say they have given such items to their children in the past year (79 percent sons; 54 percent daughters)

While more than eight in 10 Hispanic parents polled say their children have an interest in science (84 percent sons; 85 percent daughters), they are more likely to say their sons are “very interested” (61 percent) than their daughters (31 percent)

When asked if their sons have expressed an interest in continuing to study or have a career in science, math or engineering, two-thirds (69 percent) say yes. Only 46 percent say the same for their daughters.

While nine out of 10 (91 percent) Hispanic parents feel a science and engineering (S&E) career is desirable for their daughters and eight of out 10 (78 percent) feel so for their sons, more find it “very desirable” for their sons (70 percent) than for their daughters (44 percent)

While more than nine in 10 (95 percent sons; 92 percent daughters) Hispanic parents are confident that their children have the ability to succeed in science and math in school, more are “very confident” about their sons (82 percent) than about their daughters (69 percent)

While roughly nine in 10 (86 percent sons; 92 percent daughters) Hispanic parents are confident that their children have the ability to succeed in a science and engineering career, more are “very confident” about their sons (77 percent) than about their daughters (61 percent)

— While Hispanic parents are active in encouraging and/or helping their children learn science, they report being more active with their sons than their daughters. Specifically, in the last year, they report engaging in the following activities at least once a week with their children:

Challenges Faced Learning Science

When it comes to learning science, Hispanic American parents see more challenges for their daughters than for their sons. More than half of the parents indicate the following challenges (“big” or “somewhat”) for their daughters:

— Boring or uninteresting science classes (56 percent daughters, 51 percent sons)
— Science is a difficult subject to learn (54 percent daughters, 27 percent sons)
— Few good science role models or mentors (51 percent daughters, 36 percent sons)

Hispanic American parents are divided about the challenge of teachers who are poorly qualified to teach science, with 48 percent saying it is a challenge for their daughters and a smaller 38 percent saying so for their sons

More than half of the Hispanic American parents polled say the following are “little” or “no challenges” for their daughters and sons to learn science:

— Teachers who think that their children don’t belong in science (76 percent daughters, 79 percent sons)
— Learning science when English is not their first language (62 percent daughters, 55 percent sons)
— Science is not a cool subject (53 percent daughters, 77 percent sons)

Science and Engineering Careers for their Children: Fantasy or Reality? More than four-fifths (85 percent) of Hispanic parents think an advanced degree beyond a college bachelor’s degree is necessary to have a job in science and engineering

More than half (56 percent) of Hispanic parents were surprised to learn that, according to the National Science Foundation, seven in 10 Americans working in science or engineering have a bachelor’s degree or less education

Three-quarters (78 percent) of Hispanic 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

Almost all (94 percent) Hispanic parents feel the science and engineering community needs to do a better job telling today’s students about these job opportunities

Under-representation

Two-thirds (62 percent) of Hispanic parents are aware of the under-representation of women and minorities in science and engineering fields

Half (48 percent) of Hispanic parents are concerned about this under-representation, although only one-third (35 percent) say they are “very concerned”

For those Hispanic parents who express concern, their reasons include

— Discrimination of any kind is inappropriate and unfair (41 percent)
— Everyone should have an equal shot at these jobs (38 percent)
— We need all the talent we can get (16 percent)
— Other (13 percent)

Who Holds Responsibility?

When asked who holds the “greatest responsibility” for ensuring that women and minorities succeed in science and engineering fields, Hispanic parents polled say:

— Parents (70 percent)
— The Women and Minorities Themselves (62 percent)
— Science and Engineering Community (31 percent)
— Schools (31 percent)
— Government (23 percent)

In order to eliminate this under-representation, nine in 10 (88 percent) Hispanic parents believe it is important that girls and minorities receive a strong science and math education beginning in elementary school, with more than four-fifths (85 percent) saying this is “very important”

Two-thirds (68 percent) of Hispanic 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, Hispanic parents believe the following company-sponsored education programs would be valuable:

— Internships or school-to-work programs for girls and minority high school students that bring them into companies to interact with professional science & engineering workers in the workplace (89 percent)
— Scholarship programs that provide financial assistance to girls and minorities who are committed to earning a degree in a science and engineering field (89 percent)
— Classroom programs that bring women and minority science & engineering workers into classrooms to serve as role models/mentors (83 percent)

Half (54 percent) the Hispanic parents believe that under-representation by women and minorities threatens the United States’ ability to compete with other countries in science and engineering

Science Education and Science Literacy
Nine in 10 (92 percent) Hispanic parents believe that, in elementary school, science should be given the same emphasis as reading, writing and math

Four in 10 (42 percent) Hispanic parents say that during their children’s years in elementary school science has been given the same emphasis as reading, writing, and math; roughly the same number (38 percent) say it has received less emphasis; eight percent say science received more emphasis

At the elementary school level, most (39 percent) Hispanic parents assign a “B” grade to their children’s science education; another 34 percent give it a “C”; only 15 percent rate it an “A” grade

In middle school or grades 6-8, most (39 percent) Hispanic parents assign a “B” grade to their children’s science education; another 24 percent give it an “A”; and 14 percent give it a “C” grade

Of those Hispanic parents polled with high school age children, they most often give science education a “B” grade (26 percent); 15 percent give it an “A”; and nine percent a “C”

Almost all (96 percent) Hispanic parents believe that science literacy is important for non-S&E workers; eight in 10 (81 percent) say it is “very important”

Four-fifths (79 percent) of Hispanic parents consider themselves science literate

Virtually all (89 percent) Hispanic parents 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

For more information at http://www.BayerUS.com/MSMS