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Examination of the influence of globalization, leadership, and science fairs on the female acquisition of 21st-century skills and their college-career pursuit of science, technology, engineering,...

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Examination of the influence of globalization, leadership, and science fairs on the female acquisition of 21st-century skills and their college-career pursuit of science, technology, engineering,...

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Content Running head: FEMALE PURSUIT OF STEM IN IRELAND 1
EXAMINATION OF THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND
SCIENCE FAIRS ON THE FEMALE ACQUISITION OF 21ST-CENTURY SKILLS
AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS, AS SEEN AT DUBLIN
GIRLS’ SCHOOL IN IRELAND
by
Robert H. McEntire
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019
Copyright 2019 Robert McEntire
FEMALE PURSUIT OF STEM IN IRELAND 2
DEDICATION
This dissertation is dedicated to Zoë, Katie, and Ava. Their limitless support has provided
me with the strength and encouragement to persevere and thrive. Zoë sees the world through a
special lens, and those who truly know her are better for it; I am better because of her. No father
has ever been prouder than I am of Katie and Ava. Watching each of them grow up and follow
such uniquely different paths while possessing such beautiful hearts and souls has fundamentally
changed my life. They are and remain my greatest accomplishment.
My mother encouraged me to pursue loftier goals and to fight for my beliefs and for the
benefit of those who need help. My grandpa taught me to love my family without limits, to work
hard, to be stubborn to a fault, and to be comfortable in my skin.
FEMALE PURSUIT OF STEM IN IRELAND 3
ACKNOWLEDGMENTS
Like the dwarf who stands upon the “shoulders of giants” (John of Salisbury, 1159, as
cited in McGarry, 1955, p. 167), I have been lifted by great people who gave selflessly in the
hope that we could see further and accomplish more. The wonderful people whom I
acknowledge below are each exceptional in their own right and have opened doors, challenged,
pushed, prodded, cajoled, and demanded that I grow in my work and studies. They allowed me to
be a part of the conversation and, for that, I am eternally grateful.
On the first day of the doctoral program, Dr. Michael Escalante asked the second
superintendent’s executive cohort, “How do you eat an elephant?” We all know the correct
answer is, “With barbecue sauce”; but he shared, “One bite at a time.” Well, sir, I have eaten the
elephant, and it was good! I thank Dr. Escalante, my dissertation chair, for refusing to let me quit
or fall behind. His wisdom, guidance, support, and patience mean the world to me. I am grateful
to Dr. Rudy Castruita, Dr. John Garcia, Dr. Charles Hinman, and Dr. Michelle Doll for their
candor, direction, and support while serving on my dissertation committee.
The leadership of Dr. Richard M. Sheehan encouraged me to stretch well outside my
comfort zone. He is a leader who sets the bar high, and he challenges educators to be great for
the benefit of children. He left his mark on me, and I would follow him anywhere.
Dr. Molly McGee Hewitt (Dolly Molly) opened my door to the education industry. She
surrounded me with amazing people. Because of her enduring leadership, I am an educator
today. My story is not unique; the whole of California school business is better because of her.
Mr. Michael Bishop, my contrarian mentor, for forcing me to challenge all assumptions and to
focus on core business principals to create better student experiences.
FEMALE PURSUIT OF STEM IN IRELAND 4
To my partners in crime, Elizabeth Eminhizer and Jonathan Blackmore: Here is to the
Thursday night ritual, late night emails, weekend calls. Both exceptional educational leaders with
tremendous strength and character whom I aspire to mimic.
The Covina-Valley Unified School District Board of Education has the reputation of
putting students first and has allowed me the flexibility to be a part of the EdD program.
Dr. Monica Makiewicz, Gordan Hyland, and Dr. Jonathan Blackmore have tirelessly
edited my work over the past 2 years. I will not ever use a contraction again!
I thank my executive cabinet colleagues for their constant support, patience, and
tolerance. While each of them has had the misfortune of being my guidance counselor during
tough times, they have also been my mentors: Dr. Mary Suzuki, Dr. Michelle Doll, Dr. Maria
Gandera, Dr. Kelly King, and Dr. Amy Lambert.
Dr. Artineh Samkian shared that those who earn a PhD understand the world, but those
who earn an EdD change the world. A special thank you goes to the superintendent’s cohort
professors who insisted that we challenge all paradigms and systems of power so that we can
change the world: Dr. David Cash, Dr. Rudy Castruita, Dr. Alex Cherniss, Dr. Alan Green, Dr.
Briana Hinga, Dr. Christine Mendoza, Dr. Margaret Palisoc, Dr. Artineh Samkian, and Dr.
Michael Escalante.
To the second superintendent’s executive cohort: Jonathan Blackmore, Roger Brossmer,
Christopher Downing, Elizabeth Eminhizer, Raquel Gasporra, Jennifer Graziano, Jason Hasty,
Cheryl Hildreth, Christopher Hollister, Vivian Ekchian, Veronica Lizardi, Joshua Randall,
Wayne Shannon, Marc Trovatore, Diana Velasquez: It is my sincerest hope that we remain
bonded through this experience and continue to help each other grow and succeed. Sláinte!
FEMALE PURSUIT OF STEM IN IRELAND 5
Finally, a special thank you to Sheila and George Porter. Their passion for STEM created
the opportunity and impetus for our cohort dissertation study in Ireland. We came to Ireland as
students hoping to make new friends. Instead, we left with an extended family.
FEMALE PURSUIT OF STEM IN IRELAND 6
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 9
List of Figures 13
Abstract 14

Chapter 1: Overview of the Study 15
Statement of the Problem 17
Purpose of the Study 18
Research Questions 19
Significance of the Study 19
Limitations of the Study 20
Delimitations of the Study 21
Definition of Terms 21
Organization of the Dissertation 23
Chapter 2: Review of Literature 25
Globalization 26
The History of Globalization 27
Challenges of Globalization Policy and Education 34
Globalization in Ireland 38
Effects of Globalization 39
History of Ireland 41
Economic History 45
Multinational Corporations and Foreign Direct Investment 47
Ireland’s Educational System 48
Education System 49
State of Irish Education 57
School Leadership 58
Gender and the Hard Sciences via Feminist Theory 62
21st-Century Skills 63
Frameworks for 21st-Century Skills Learners 65
Analysis of 21st-Century Skills Frameworks 70
STEM 71
Project-Based Learning 73
Science Competitions 75
Theoretical Frameworks 76
Chapter Summary 77
Chapter 3: Methodology 80
Research Design and Methods 81
Quantitative Methods 82
Qualitative Methods 83
Research Team 85
Sample and Population 86
Teachers and Administrators 87
Students 88
Business and Industry Leaders 88
Political Leaders and Educational Policymakers 88
Instrumentation 89
FEMALE PURSUIT OF STEM IN IRELAND 7
Interview Protocol 89
Observation Protocol 91
Survey Protocol 94
Data Collection 95
Data Analysis 97
Credibility and Trustworthiness 99
Reliability 99
Ethical Considerations 100
Chapter Summary 101
Chapter 4: Results 102
Research Design 105
Participants 107
Students and Parents 108
Teachers and Administrators 109
Business and Industry Leaders 110
Political Leaders and Educational Policymakers 111
Data Analysis 112
Findings for Research Question 1 115
Theme 1: DGS Stakeholders Believed That Teachers and Administrators
Positively Influence Participation in SciFest 117
Theme 2: Significant Variance in the Belief That Teachers and School
Leadership Encourage Participation in SciFest to Support Student
Success on State Exams 126
Discussion Summary for Research Question 1 135
Findings for Research Question 2 136
Theme 1: Stakeholders Generally Believed That School Leadership Is a
Positive Influence on SciFest at Their School 137
Theme 2: DGS Students Perceived That School Leadership Does Not
Allocate Adequate Resources for Participation in SciFest Compared
to Other Stakeholders or Peers at Similar Schools 144
Theme 3: Stakeholders Generally Did Not Believe That School
Leadership Engages in or Communicates a Shared Vision for SciFest
Competitions at Their School 153
Discussion Summary for Research Question 2 161
Findings for Research Question 3 162
Theme 1: Parents, Teachers, Administrators, and Policymakers
Overestimated the Impact of SciFest Participation on Female Students’
Continued Pursuit of STEM Courses and Careers but Saw Age as a
Major Factor 164
Theme 2: Students Lacked Role Models Who Might Positively Influence
Female Students’ Interest in Pursuit of STEM Courses and Careers 173
Theme 3: Female Participants in SciFest Believed That They Showed
Lower Avoidance to Math- or Technology-Based Content 182
Discussion Summary for Research Question 3 190
Findings for Research Question 4 192
Theme 1: Stakeholders Overwhelmingly Believed That Students Benefit
From Participation in SciFest 193
FEMALE PURSUIT OF STEM IN IRELAND 8
Theme 2: Most Stakeholders Believed That Participation in Science Fair
Competitions Such as SciFest Help Students to Develop 21st-Century
Skills 203
Theme 3: Students and Parents Did Not Link Participation in Science Fair
Competitions to Career Success in the Same Way as Teachers,
Administrators, Business Leaders, and Educators and Policymakers 212
Discussion Summary for Research Question 4 224
Chapter Summary 226
Chapter 5: Conclusions and Recommendations 233
Summary of Findings 237
Findings for Research Question 1 237
Findings for Research Question 2 239
Findings for Research Question 3 242
Findings for Research Question 4 245
Implications for Practice 247
Recommendations for Future Research 251
Conclusion 253
References 255

Appendices
Appendix A: Recruitment Letter to Principal 267
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 268
Appendix C: Business and Industry (MNCs) Interview Protocol 270
Appendix D: School Leader Interview Protocol 272
Appendix E: Teacher Interview Protocol 274
Appendix F: Student/Parent Interview Protocol 276
Appendix G: Classroom Observation Protocol 278
Appendix H: SciFest Observation Protocol 281
Appendix I: Survey Protocol for School Administrator or Teacher 284
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy Maker 288
Appendix K: Survey Protocol for Parent of Senior Cycle Student 292
Appendix L: Survey Protocol for Student Participant in Science Competition 296
Appendix M: Information Sheet for Exempt Research 300
FEMALE PURSUIT OF STEM IN IRELAND 9
LIST OF TABLES
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 92
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 95
Table 3: Summary of Participants, Their Organization/Position, and Data Type 109
Table 4: Survey Responses Regarding Students’ Level of Agreement That School
Leaders Positively Influence Participation in SciFest: Dublin Girls School
(DGS) Students and All Students 118
Table 5: Participants’ Responses Regarding Teachers’/Administrators’ Agreement
That School Leadership Positively Influences Participation in SciFest: Dublin
Girls School (DGS) Teachers/Administrators and All Teachers/Administrators 122
Table 6: Participants’ Responses Regarding Whether School Leadership Positively
Influences Participation in SciFest: Dublin Girls School (DGS) Parents and
All Parents 125
Table 7: Participants’ Responses Regarding Whether Teachers and School Leadership
Encourages Participation in SciFest to Promote Student Success on the Leaving
Certificate Examination: Dublin Girls School (DGS) Students and All Students 127
Table 8: Participants’ Responses Regarding Whether Teachers and School Leadership
Encourages Participation in SciFest to Promote Student Success on the Leaving
Certificate Examination: Dublin Girls School (DGS) Teachers/Administrators
and All Teachers/Administrators 130
Table 9: Participants’ Responses Regarding Whether Teachers and School Leadership
Encourages Participation in SciFest to Promote Student Success on the Leaving
Certificate Examination: Dublin Girls School (DGS) Parents and All Parents 133
Table 10: Comparison of Participants’ Responses (Neutral or Don’t Know) Regarding
Whether School Leadership Creates a Positive Culture Regarding SciFest
Competitions at Their School: Dublin Girls School (DGS) Students, DGS
Parents, DGS Teachers and Administrators, All students, All Parents, All
Teachers and Administrators, Business Leaders, and Policymakers 139
Table 11: Comparison of Participants’ Responses (Agree or Strongly Agree) Regarding
Whether School Leadership Creates a Positive Culture Regarding SciFest
Competitions at Their School: Dublin Girls School (DGS) Students, DGS
Parents, DGS Teachers and Administrators, All students, All Parents, All
Teachers and Administrators, Business Leaders, and Policymakers 139
FEMALE PURSUIT OF STEM IN IRELAND 10
Table 12: Participants’ Responses Regarding Whether School Leadership Allocates
Adequate Financial Resources to Support Participation in SciFest Competitions
at Their School: Dublin Girls School (DGS) Students and All Students 146
Table 13: Participants’ Responses Regarding Whether School Leadership Allocates
Adequate Financial Resources to Support Participation in SciFest Competitions
at Their School: Dublin Girls School (DGS) Teachers/Administrators and All
Teachers/Administrators 147
Table 14: Participants’ Responses Regarding Whether School Leadership Allocates
Adequate Financial Resources to Support Participation in SciFest Competitions
at Their School: Dublin Girls School (DGS) Parents and All Parents 149
Table 15: Participants’ Responses Regarding Whether School Leadership Engages in
and Communicates a Shared Vision for SciFest Competitions at Their School:
Dublin Girls School (DGS) Students and All Students 154
Table 16: Participants’ Responses Regarding Whether School Leadership Engages in and
Communicates a Shared Vision for SciFest Competitions at Their School:
Dublin Girls School (DGS) Teachers/ Administrators and All Teachers/
Administrators 156
Table 17: Participants’ Responses Regarding Whether School Leadership Engages in and
Communicates a Shared Vision for SciFest Competitions at Their School:
Dublin Girls School (DGS) Parents and All Parents 157
Table 18: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS) Students
and All Students 165
Table 19: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS) Teachers/
Administrators and All Teachers/Administrators 167
Table 20: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS) Parents and
All Parents 169
Table 21: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS) Students and
All Students 174
FEMALE PURSUIT OF STEM IN IRELAND 11
Table 22: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS)
Teachers/Administrators and All Teachers/Administrators 176
Table 23: Participants’ Responses Regarding Whether Participation in SciFest Influences
Student Interest in Pursuing Coursework and/or Careers in Science, Technology,
Engineering, and Mathematics (STEM): Dublin Girls School (DGS) Parents
and All Parents 178
Table 24: Participants’ Responses Regarding the Perception That Female Students Avoid
Mathematics and Technology When Developing SciFest Projects: Dublin Girls
School (DGS) Students and All Students 183
Table 25: Participants’ Responses Regarding the Perception That Female Students
Avoid Mathematics and Technology When Developing SciFest Projects:
Dublin Girls School (DGS) Teachers and Administrators and All Teachers
and Administrators 184
Table 26: Participants’ Responses Regarding the Perception That Female Students Avoid
Mathematics and Technology When Developing SciFest Projects: Dublin Girls
School (DGS) Parents and All Parents 185
Table 27: Participants’ Responses Regarding Whether Students Benefit From Participation
in Science Fair Competitions Such as SciFest: Dublin Girls School (DGS)
Students and All Students 195
Table 28: Participants’ Responses Regarding Whether Students Benefit From Participation
in Science Fair Competitions Such as SciFest: Dublin Girls School (DGS)
Teachers/Administrators and All Teachers/Administrators 196
Table 29: Participants’ Responses Regarding Whether Students Benefit From Participation
in Science Fair Competitions Such as SciFest: Dublin Girls School (DGS) Parents,
All Parents, Business Leaders, and Policymakers 197
Table 30: Participants’ Responses Regarding Whether Participation in Science Fair
Competitions, Such as SciFest, Provides Opportunities for Students to Develop
21st-Century Skills: Dublin Girls School (DGS) Students and All Students 205
Table 31: Participants’ Responses Regarding Whether Participation in Science Fair
Competitions, Such as SciFest, Provides Opportunities for Students to Develop
21st-Century Skills: Dublin Girls School (DGS) Teachers/Administrators and
All Teachers/Administrators 206
Table 32: Participants’ Responses Regarding Whether Participation in Science Fair
Competitions, Such as SciFest, Provides Opportunities for Students to Develop
21st-Century Skills: Dublin Girls School (DGS) Parents, All Parents, Business
Leaders, and Policymakers 207
FEMALE PURSUIT OF STEM IN IRELAND 12
Table 33: Participants’ Responses Regarding Whether Participation in Science Fair
Competitions, Such as SciFest, Provides Opportunities for Students to Develop
and Demonstrate Skill Necessary to Work in Science, Technology, Engineer-
ing, and Mathematics (STEM) and/or a Global Economy: Dublin Girls School
(DGS) Students and All Students 214
Table 34: Participants’ Responses Regarding the Perception That Participation in Science
Fair Competitions Such as SciFest Provides Opportunities for Students to
Develop and Demonstrate Skills Necessary to Work in Science, Technology,
Engineering, and Mathematics (STEM) and/or a Global Economy: Dublin Girls
School (DGS) Teachers/Administrators and All Teachers/Administrators 217
Table 35: Participants’ Responses Regarding Whether Participation in Science Fair
Competitions, Such as SciFest, Provides Opportunities for Students to Develop
and Demonstrate Skill Necessary to Work in Science, Technology, Engineering,
and Mathematics (STEM) and/or a Global Economy: Dublin Girls School
DGS Parents, All Parents, Business Leaders, and Policymakers 219
FEMALE PURSUIT OF STEM IN IRELAND 13
LIST OF FIGURES
Figure 1: Irish national education system: Pathways and ages 54
Figure 2: Theoretical frameworks of the study 78
FEMALE PURSUIT OF STEM IN IRELAND 14
ABSTRACT
As globalization allows multinational corporations to shift production to cheaper markets,
educators across the globe struggle to meet the changing demands required to attract the foreign
direct investment (FDI) needed to raise their country’s standard of living. Few countries have
been more successful attracting and leveraging FDI than Ireland.
This mixed-methods, convergent parallel study examined the perceptions of students,
parents, teachers, school administrators, business leaders, educational leaders, and policymakers
regarding the influence of globalization, leadership, and science fairs on female students’
acquisition of 21st-century skills and their college-career pursuit of science, technology,
engineering, and mathematics (STEM) in response to Ireland’s STEM Education Policy
Statement: 2017-2026. Expanding on prior studies, this research is located at the rather busy
intersection of globalization of education, STEM via project-based learning, and 21st-century
skills, while adding leadership and feminist theory. Initial findings indicated that female
students’ access to role models and access to subject content combined with interactive project-
based instruction showed promise for increasing female students’ interest in and pursuit of
STEM. Findings also showed that school leaders have failed to recognize that students, parents,
and many teachers are not responding to their current as intended to promote the pursuit of
STEM and acquisition of 21st-century skills through participation in science fairs. School leaders
need to become the primary drivers of the science fair competitions at their school site and not to
lean so heavily on teachers. Shifts in program implementation and communication are essential
to help students and parents understand the value and benefits of participation in science fair
competitions. School leadership can accomplish these changes by properly employing multiple
frames of leadership.
FEMALE PURSUIT OF STEM IN IRELAND 15
CHAPTER 1: OVERVIEW OF THE STUDY
Since the country’s inception in 1922, Ireland has proven itself resilient. From the mid-
1990s until now, Ireland has become the zenith of reinvention as it has transformed from the
poorest country in Western Europe to the Celtic Tiger, only to suffer disproportionately in the
recession of 2007-2008 and now finds itself labeled the Celtic Phoenix (Dorgan, 2006; Fanning
& Munck, 2016; O’Hagan & Newman, 2014). Ireland is a unique example of a country that has
embraced globalization and leveraged the economic drivers that MNCs bring to a country with a
properly managed FDI program. MacGuill (2016) wrote that since 2012, Ireland has been and
remains one of the most globalized countries in the world, according to the KOF Index of
Globalization. Spring (2008) defined globalization as the movement of products, peoples, social
norms, and products across borders, creating an economic integration of nations.
Friedman (2007) expanded the idea of globalization by including the interweaving of
markets, technology, information systems, and telecommunications systems in a way that shrinks
the world and pushes the global system toward homogenization. Friedman (2007) stated that the
world has gone from a Cold War world of divisions and walls to a globalized world of
integration through interconnectivity of the web and Internet. However, creating the conditions
for a successful economy does not happen by chance. It involves building a platform and
creating conditions for innovation and investment. As Thurow (2000) posited, Ireland became a
platform builder and invested in infrastructure, education, and research and development to allow
its citizens the opportunity to earn a higher standard of living. “In just 15 years, Ireland went
from Britain’s ex-colony on the European periphery to the epitome of neo-liberal globalization”
(Fanning & Munck, 2016, p. xix). The success of the Celtic Tiger period (1997–2007) was
FEMALE PURSUIT OF STEM IN IRELAND 16
fueled by FDI by MNCs due to Ireland’s (a) openness to global markets, (b) low corporate tax
rate, and (c) educational investment in a highly skilled workforce (Dorgan, 2006).
The U.S. mortgage crisis in 2007 and the stock market collapse of 2008 ended the
cyclical economic boom and marked the beginning of the Great Depression, which led to the
collapse of the Irish housing market and ended the Celtic Tiger period (Fanning & Munck,
2016). In response to declining economic conditions, Ireland created a national 5-year strategy,
Innovation 2020, that recognized that the availability and quality of Ireland’s graduates are
essential for Ireland to maintain its attractiveness for FDI (Interdepartmental Committee on
Science, Technology, and Innovation, 2015). The findings from this study identified needed
changes in Ireland’s STEM education policy that focused on the integration of 21st-century skills
and increased female participation in STEM-related classes and jobs.
O’Hagan and Newman (2014) stated that since 1999, Ireland has demonstrated its
commitment to developing 21st-century skills by training teachers to impart these skills using
project-based learning (PBL). Science fairs, such as SciFest, present an opportunity for Irish
students at the post-primary level to experience science, technology, engineering, and
mathematics (STEM) education and PBL before completing their second-level studies. However,
competing in science fair competitions such as SciFest conflicts with preparation for the Leaving
Examination Certificate at the end of the Senior Cycle.
This study examined the perceptions of educational leaders, policymakers, business
leaders, teachers, administrators, parents, and students regarding the influence of globalization,
leadership, and science fairs on female acquisition of 21st-century skills and college and career
pursuit of STEM majors and careers, as seen in Irish schools such as Dublin Girls’ School (DGS;
pseudonym) in Terenure, a suburb of Dublin, Ireland.
FEMALE PURSUIT OF STEM IN IRELAND 17
Statement of the Problem
To compete in an evolving global market, Ireland requires its educational institutions to
produce knowledge-ready workers. According to the Industrial Development Agency Ireland
(IDA Ireland):
IDA Ireland’s new five-year strategy is based on a policy of attracting investors who are
seeking locations for Advanced Manufacturing, or office-based activities which depend
on highly skilled processes or are involved in high value-added activities, e.g.
Information Communications, Technology (ICT), knowledge-based industries and Bio-
Technology. (IDA Ireland, 2015, para. 1)
Wagner (2008) stated that there is a growing gap between the curriculum in schools and
the knowledge skills needed to succeed in a global economy. This phenomenon is forcing
countries such as India, China, Singapore, and Ireland to transform their educational systems to
enhance creativity and increase intellectual capital (Wagner, 2008). The economy of the 21st
century is driven by innovation and knowledge, competition and renewal, and opportunity and
risk. Success in this new diverse workplace hinges on collaborative relationships, social
networking, ingenuity, agility, and skills (Partnership for 21st Century Skills [P21], 2008).
In February 2018, the National Council for Curriculum and Assessment (NCCA)
commenced stakeholder meetings with students, teachers, and community regarding the makeup
of the Leaving Certificate Examination (LCE; C. O’Brien, 2018). Until now, a major criticism of
the LCE is that it is primarily a rote knowledge examination whereby students may perform well
if they have solid memorization abilities, rather than testing a student’s critical thinking and
problem-solving abilities. The recent publication of STEM Education Policy Statement 2017-
FEMALE PURSUIT OF STEM IN IRELAND 18
2026 (Ireland Department of Education and Skills [DES], 2017) stated that Ireland has some
challenges in its STEM education.
 Ensure that Irish students’ learning in STEM disciplines significantly improves,
including the further development of skills such as problem-solving, inquiry-
based learning and team working to address demands from the world of work;
 Increase the number of students choosing STEM subjects in post-primary schools,
those progressing to STEM pathways in Further or Higher Education and those
who take up careers in STEM;
 Increase participation of females in STEM education and careers;
 Raise interest in, and awareness of the range of exciting careers in STEM;
 Ensure young people sustain their involvement in STEM education. (p. 10)
The research findings showed the challenges raised by the STEM Education Policy Statement
and were consistent with those found in prior studies (Holton, 2017; King, 2017).
Ireland is a small, open economy that relies heavily on external demand from
international markets and FDI to sustain growth and economic renewal and development (IDA
Ireland, 2015). The quality of the education system is critical for the development of talent as the
key differentiator for winning FDI (Interdepartmental Committee on Science, Technology, and
Innovation, 2015). With purpose and direction, Ireland has staked its economic future on the
development of human capital in STEM and related activities.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in the SciFest science competition.
FEMALE PURSUIT OF STEM IN IRELAND 19
The study examined how school leadership influences student participation in SciFest while
preparing for the LCE. This study also investigated how SciFest influences female students’
interest in STEM courses and stakeholders’ perceptions of SciFest’s value in preparing students
to compete in the 21st-century workforce.
Research Questions
Four research questions were developed to achieve the purpose of this study:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Six frameworks were selected to guide the study and assist in analyzing data: (a)
globalization (Freidman, 2007), (b) globalization of education (Spring, 2015), (c) PBL in STEM
(Slough & Milam, 2013), (d) 21st-century skills (Wagner, 2008), (e) leadership (Bolman & Deal,
2013), and (f) feminist theory (Acker, 1987).
Significance of the Study
Globalization has flattened the world and created a level of interconnectedness through
technology that allows for outsourcing (Friedman, 2007). Ireland identified the need for students
to develop critical 21st-century skills and understands globalization and its effects on societies,
cultures, and the world’s economy (Spring, 2008; Wagner, 2008). Prior studies confirmed the
challenges identified in the STEM Education Policy Statement: 2017-2026.
FEMALE PURSUIT OF STEM IN IRELAND 20
Understanding the drivers of interest in and pursuit of STEM is essential to engage more
students in the subject. Understanding how a rigorous STEM PBL program, along with SciFest,
competes for student time with the LCE is an important consideration. Themes from this
research could inform the conversation on the leaving examination and propose ways in which
participation in science fairs, such as SciFest, could be factored into the LCE score, thereby
leveraging the student’s existing learning in line with 21st-century skills and the national ideals
for Ireland’s modern workforce.
Leveraging exhaustive prior research from the University of Southern California (USC),
this researcher conducted the study in the hope of understanding the influence of leadership
(Bolman & Deal, 2013) and feminist theory (Acker, 1987), in light of national changes since the
prior USC study in 2016, on the influence of globalization and changes in educational policy
within the same frameworks of globalization (Friedman, 2007), globalization of education
(Spring, 2008), 21st-century skills (Wagner, 2008), and STEM PBL (Slough & Milam, 2013) .
O’Hagan and Newman (2014) noted that government intervention in education policies should
support the creation of a skilled workforce. This study was designed to contribute to this end and
to identify characteristics that other governments should consider when developing policies.
Limitations of the Study
Limitations of this study include the distance and time difference between Los Angeles,
California, and the study locations in Dublin and Cork, Ireland. Another limitation of the study
was the validity and reliability of the instruments used. The research team conducted interviews,
observations, and surveys within an 8-day timeframe, which limited face-to-face interactions
between participants and researchers and limited access to participants. Noncognitive factors
such as initiative, perseverance, and poverty could have affected a participant’s ability to engage
FEMALE PURSUIT OF STEM IN IRELAND 21
meaningfully in the study. Personal values of participants were limitations of the study. The
purposeful sample of one school does not necessarily allow generalizability across similar
schools or the national educational system at any level. Further limitations of the study were
based on the trust of participants with the researcher and within the context of their educational
work-public setting and this impact on the participants’ willingness to answer the questions
truthfully. While English is the common language used in Ireland and the United States, word
usage and sentence construction are often subject to history, culture, and local nuances and
represents a limitation of the study. Study participants’ knowledge of or participation in SciFest
science fair competitions was a limitation of the study. Finally, potential subject bias may be
present in working with a researcher from the United States.
Delimitations of the Study
The purposeful sample population was chosen as a delimitation of the study. Using a
broad group of external sources from whom to collect data, including educational policymakers,
educational leaders, and business leaders, against data from one school’s administrators,
teachers, parents, and students based on successful student participation in SciFest science fair
competitions allowed for better triangulation of data.
Definition of Terms
Terms that contribute to the comprehensive understanding of this dissertation study are
herein defined:
21st-century skills: Seven survival skills that are essential for students to compete in a
global knowledge-based economy: (a) critical thinking and problem solving, (b) collaboration
and leadership, (c) agility and adaptability, (d) initiative and entrepreneurialism, (e) effective oral
FEMALE PURSUIT OF STEM IN IRELAND 22
and written communication, (f) ability to access and analyze information, and (g) ability to have
and use curiosity and imagination (Wagner, 2008).
Feminism and feminist theory: Question(s) of women’s subordination to men: how it
arose, how and why it perpetuated, and how it might be changed (Acker, 1987).
Foreign direct investment (FDI): Investment that creates a long-term interest in an
economic enterprise in a host country other than the country where the investing company is
based. FDI includes mergers, acquisitions, new facilities, reinvesting profits earned from
overseas operations, and intracompany loans and encourages the transfer of technologies and
expertise between economies (Organisation for Economic Co-operation and Development
[OECD], 2008).
Globalization: A variety of changing economic, political, cultural, ideological,
environmental, and technological processes that transform experience in the world (Manfred,
2013).
Inquiry-based learning: A learning model that begins with a teacher-directed question
prompting students to investigate, collect data, and conduct research to develop newfound
knowledge. Inquiry-based projects and activities are used primarily in science education, where
hands-on activities are encouraged, and scientific methods are applied for the study of authentic
problems (Capraro, Capraro, & Morgan, 2013).
Knowledge-based economy (KBE): Changes in human capital and post-industrialization
created an economy tied to knowledge and wealth connected to the capacity to work with
technology and information systems that are obtained through educational systems (Spring,
2008).
FEMALE PURSUIT OF STEM IN IRELAND 23
Leadership: A coach with the willingness and ability to shift people and resources to
achieve a stated goal while developing capacity in the team (Belasco & Stayer, 1993).
Multinational corporation (MNC): Traditionally dominant players in cross-border FDI
transactions (OECD, 2008).
Science, technology, engineering, and mathematics (STEM), and project-based learning
(PBL), also known as (STEM PBL): “An ill-defined task with a well-defined outcome situated
within a contextually rich task requiring students to solve several problems, which when
considered in their entirety, showcase student mastery of several concepts of various STEM
subjects” (Capraro & Slough, 2013, p. 4).
SciFest: A local, regional, national, and international science fair program designed to
encourage the love of STEM topics through active, collaborative, inquiry-based learning and to
provide a forum for students to present and display their scientific investigations (Porter, 2017).
Organization of the Dissertation
This dissertation is organized into five chapters. Chapter 1 has introduced the study and
provided an overview; has presented the statement of the problem, the purpose of the study, the
research questions, the significance of the study, and the limitations and delimitations; and has
defined key terms. Chapter 2 presents a review of the pertinent literature regarding globalization,
the history of Ireland, Ireland’s education system, and students’ participation in science fairs as a
driver to increase 21st-century skills and the pursuit of STEM-related studies and careers.
Theoretical frameworks used to guide the methodology of the study are identified and explored.
Chapter 3 describes the methodology used to conduct the convergent parallel, mixed-methods
study, including the techniques used for collecting, organizing, and analyzing data along with the
study sample, population, and instrumentation. Chapter 4 presents research findings from data
FEMALE PURSUIT OF STEM IN IRELAND 24
collection along with a description of the data and analysis. Chapter 5 summarizes the overall
findings, identifies implications for practice, and provides recommendations for further research.
FEMALE PURSUIT OF STEM IN IRELAND 25
CHAPTER 2: REVIEW OF LITERATURE
A theoretical framework articulates a system of concepts, assumptions, expectations,
beliefs, and theories that supports and informs research (Miles, Huberman, & Saldaña, 2014;
Robson, 2011, as cited in Maxwell, 2013). This study builds on several prior studies that
established solid links between globalization, MNCs, and FDI and Irish educational policies that
promote students’ acquisition of 21st-century skills by employing PBL as a platform from which
students pursue studies in STEM. This study expands on the prior frameworks and is located at
the rather busy intersection of globalization (Freidman, 2007; Spring, 2015), STEM via PBL
(Slough & Milam, 2013), and 21st-century skills (Wagner, 2008), while adding leadership
(Bolman & Deal, 2013), and feminist theory (Acker, 1987). The goal is to examine how female
students engage in and pursue STEM from Senior Cycle to career as essential to achieving
Ireland’s goal to move up the value chain and into the KBE.
This literature review is divided into three main sections. The first section provides an
overview of globalization, the history of globalization, the impact of technology on
globalization, and the effects of globalization on Ireland. The second section reviews Ireland’s
history, including the political and economic events that have shaped the nation. The third
section examines the Irish education system, school leadership, gender and the hard sciences,
21st-century skills, STEM in the PBL environment, and science fair competitions.
According to Creswell (2014), a philosophical worldview is “a set of beliefs that guide
action,” a “paradigm,” or “a general philosophical orientation of the world” (p. 6). Others have
called it lens, biases, or assumptions, but all influence how one approaches the world and
research. This researcher’s perspective is that of an American father of two young girls who
wants to ensure that the world provides better opportunities for their generation than was
FEMALE PURSUIT OF STEM IN IRELAND 26
available for their grandmothers. Typically, this researcher’s worldview is that of a
constructivist, in that meaning is formed through interaction with others and through historical
and cultural norms (Creswell, 2014). However, early identification of similar gender disparities
between Ireland and the United States regarding females’ pursuit of mathematics-based sciences
and the underlying power structures that perpetuate these discrepancies provided the personal
basis for the pursuit of this research and has thus affected this researcher’s worldview.
The researcher’s post-dissertation plan is to use the data presented in this research,
combined with data from his co-investigators, to advocate for action (change) in how females
engage in and learn mathematics. Increasing female students’ acquisition of mathematics could
help to address issues of access for females and their potential pursuit of STEM-related studies
and careers. Thus, the researcher’s worldview for this research is transformative (Creswell,
2014).
Globalization
Babarinde (2007) shared a famous assertion by Dr. William Lytle Schurz, the second
president of Thunderbird School of Global Business, who said that “borders frequented by trade
seldom need soldiers” (p. 18), and by Thomas Friedman, who said that “no two countries that
both had McDonald’s had fought a war against each other since each got its McDonald’s” (p.
195). This is not to say all trade is good, but common interest is a demonstrated means of
promoting peace. This point of view is not always shared, as demonstrated in an editorial in the
Manila Standard on January 19, 2000, called “Who’s Afraid of Globalisation?” (Easterbrook,
2000):
Globalization is a much-abused word. Infantile leftists equate it with imperialism.
Politicians use it to appear intelligent. They rabble-rouse against it to appear populist.
FEMALE PURSUIT OF STEM IN IRELAND 27
From Seattle to Manila, globalization is the world that everybody loves to kick around.
It’s okay to be afraid of globalization. It’s ok even to hate it. But whether we like it or
not, globalization is here to stay. (Chanda, 2008, p. 262)
Chanda (2008) stated that globalization is the motivation to connect with others as human
beings, not an evil scheme created by corrupt government officials and tycoons. Chanda cited
traders, preachers, adventurers, and warriors to explain how the need to connect can come in
many forms, such as trading for profit, spreading religious beliefs, or driving to explore or
conquer new lands.
From an educational perspective, Spring (2008) defined globalization as the movement of
products, peoples, social norms, and products across borders, creating an economic integration of
nations. The term globalization has a long history, with various meanings that influence daily life
in various ways. For some, globalization is found at the local restaurant where nontraditional
foods from far-off lands are now commonplace. For others, exposure to foreign cultures occurs
while visiting a neighbor’s house for tea. In this section, Thomas Friedman’s best-selling book
The World is Flat (2007) supplies the theoretical framework on globalization, including the
history of globalization, technology’s influence on globalization, globalization in Ireland, and the
overall effects of globalization. Understanding the impact of globalization on Ireland is essential
to provide context when examining the five other frameworks in this study.
The History of Globalization
Few have better expressed the drivers of globalization than Nayan Chanda (2002), as
“over the course of human history, the desire for something better and greater has motivated
people to move themselves, their goods, and their ideas around the world” (para. 1). The term
FEMALE PURSUIT OF STEM IN IRELAND 28
globalization was first used in 1985, when Theodore Levitt defined globalization as changes in
global economies affecting production, consumption, and investment.
The earliest man has been traced to the DNA marker M168 out of Africa, which verifies
the current understanding that globalization began with the first nomadic humans (Chanda,
2008). Travel and trade created drivers of exchange of products, ideas, and cultures. The grand
exchange over time resulted in a melding of influences that span nations today. Choosing
Friedman’s framework, which does not start until the 15th century, is not intended to minimize
the importance of history. Rather, this choice is a recognition of the speed of change between the
periods identified in Friedman’s frameworks.
Friedman’s (2007) framework is divided into three eras. The first and second eras are
driven by the more advanced Western societies and the MNCs that have allowed them to
generate more wealth and power through trade. The third era includes developing countries. The
impact of the current era is marked by vigorous debate regarding the impact of globalization on
developing economies and the world at large, which has also seen non-Western societies exert a
greater influence on the world stage (Zakaria, 2011).
In The World is Flat, Friedman (2007) described three eras of globalization. At the height
of the technology boom in the stock market, every idea was branded with a version number, and
Friedman followed suit in labeling his eras of globalization history. Globalization 1.0, as
Friedman called the first era of globalization, identified the period between 1492, when
Christopher Columbus opened trade between the New World and the Old World, to 1800. This
was the first step in the world becoming smaller. The second era of globalization, Globalization
2.0, identified the period from 1800 to 2000, representing the rise of and influence of MNCs that
drove technological innovation. MNCs were the drivers of global integration through the
FEMALE PURSUIT OF STEM IN IRELAND 29
industrial revolution. MNCs suffered by and benefited from the global turmoil of this period that
included two world wars and two economic depressions. At the same time, MNCs developed and
perfected the rapid delivery of products by steam-powered ships that sped the pace of
distribution of product and information globally. This distribution system drove down prices of
imports and made exporting easier.
The speed of information transmission due to technological innovation in the
telecommunications industry quickened the pace of growth and interconnectivity throughout
most of the world. The telephone, fax, personal computers, fiber optics, satellites, and the World
Wide Web were all born in this era. This provided the impetuous for Globalization 3.0, which
began in 2000. Friedman (2007) claimed that in this era the world went from small to tiny.
Friedman described this era of globalization as the integration of technology, capital, and
information across national boundaries. However, Friedman’s (2007) extension of the concept
that globalization brings interconnectivity in a way that creates a single global market, or a single
village, is distinctive. Friedman used Globalization 3.0 to describe the current period, stating that
the world became smaller and “flattened” so much so that companies and individuals compete
and live on a global level. Friedman outlined 10 flatteners that he credited with shrinking the
world.
The first flattener was the collapse of the Berlin Wall on November 9, 1989. Labeled as
the end of the Cold War, this event had far-reaching geopolitical and economic consequences
and set in motion a cataclysmic shift. No longer would economies be thought of as Eastern or
Western; they could truly be thought of as global. The shift away from centrally planned
economies and dictatorial rule served to advance the ideals of free market economies and, to a
lesser extent, reinforced the notion of democracy. Near this same time, the first version of
FEMALE PURSUIT OF STEM IN IRELAND 30
Windows
®
was released, and the personal computer with a graphical user interface became
useable by the masses. The personal computer with a dial-up modem increased the flow of
information and ideas that had been constrained by governments in an effort to maintain political
power. This change flattened the global landscape (Friedman, 2007).
The second flattener arrived almost 6 years later, on August 9, 1995, with the launch of
the Netscape commercial Internet web browser (Friedman, 2007). The personal computer and the
World Wide Web had already existed, but few people had had the technical expertise to make
meaningful use of the web. Netscape linked the personal computer to the World Wide Web in a
way that made the Internet accessible to everyone. This advance in technology led to the
digitization of everyday occurrences, including documents, pictures, and music, making them
sharable around the world. As more people made use of the World Wide Web through their
Netscape web browser, the demand for computers, software, and telecommunications increased
at a rapid rate. Friedman credited Netscape with the Internet boom and the dot-com bubble that
followed. As the public acquired computer skills, the corporate environment found ways to
leverage this technology to increase worker productivity.
The third flattener is work flow software, Friedman’s (2007) general term for standards
and protocols that allow people to collaborate and manage data through technology rather than
manually. Software protocols such as simple mail transfer protocol and the HTML desktop
publishing language that could be read on any computer became the foundation for global
collaboration. No longer would an American business manager need to find an interpreter to wait
until 2:00 in the morning to call Tokyo to talk to a manager in the same company to
communicate his or her needs; now, it could be done instantaneously. The progressive
development of protocols led to the evolution of standards on standards, which was the “big
FEMALE PURSUIT OF STEM IN IRELAND 31
bang” moment that flattened the world and resulted in a connected world in which people could
collaborate on more work than ever before. Friedman credited this advance in standards for the
rise of the next flatteners.
The new global platform of electronic connectivity supported Friedman’s (2007) next six
flatteners: uploading, outsourcing, offshoring, supply chaining, insourcing, and in-forming.
Uploading, the fourth flattener, is the ability to move content into a shared space digitally for the
purpose of collaboration and for sharing with broader (global) audiences. The ability to upload
information for collaboration increased the speed of work across vast geographic space. No
longer were companies or people constrained by the speed of the mail service. Friedman (2007)
called uploading the most disruptive force of all the flatteners because it appeals to the basic
human need to be heard. Examples of uploading include community-developed software (such as
Linux), Wikipedia, and blogging or podcasting.
The fifth flattener is outsourcing. Outsourcing is the ability to share information rapidly.
This was spurred by the advent of the fiber optic boom that allowed production and services to
be contracted to the most cost-efficient markets. Examples include call centers being moved
India and Ireland and computer programming and technical support moving almost exclusively
to India.
The sixth flattener is offshoring. The difference between outsourcing and offshoring is
the ownership of production. In outsourcing, the domestic company is the customer and the
overseas producer is the vendor. In offshoring, a domestic company opens its owned operation in
the cheaper overseas market. Offshoring represents the largest source of FDI. Now companies
send entire segments of production to foreign countries to produce products more cheaply. As
trade barriers come down, countries educate their workforces to meet the demands of foreign
FEMALE PURSUIT OF STEM IN IRELAND 32
companies that brought employment, such as Intel in Costa Rica or Apple in Ireland (King,
2017; Puccio, 2014). Countries have begun to court companies by offering significant tax
advantages tied to offshoring.
Supply chaining is the seventh flattener. Supply chaining describes the process whereby
suppliers, retailers, and customers collaborate horizontally to create value. Models of supply
chaining have existed since the first mass-produced car developed by Henry Ford. However, in
the 1980s, Toyota took the premise to another level by formalizing a process called Just in Time
manufacturing. By synchronizing the supply chain between sales, distribution, and
manufacturing, profits are increased as inventory-carrying costs are reduced. This is
accomplished through technology. The modern-day example of supply chaining is Walmart.
Walmart is a low-cost retailer that produces no goods but has grown to become the largest
retailer in the history of the world by running the most efficient supply chain.
The eighth flattener is insourcing. Insourcing exists when a company takes on the
activities or services of the customer. Friedman (2007) used the example of UPS. UPS provides
exclusive shipping of Toshiba laptops. Customers had complained that laptop repair was taking
too long, so USP created the capacity to repair Toshiba laptops in one of its regional shipping
terminals, thus expediting the repair turnaround time.
The ninth flattener is in-forming. In-forming is the use of Internet search engines to
conduct personal searches for knowledge. The idea is that individuals and companies can seek
information based on their own needs or interests without having to go to the library. This has
made information more timely and more readily available. As standards, the third flattener,
continue to grow and become universal, the level of integration around the world increases and
leverages the power of in-forming. Search engines such as Google can translate search results
FEMALE PURSUIT OF STEM IN IRELAND 33
from more than 100 languages around the world almost instantaneously into a target language.
These developments have led to an impressive flattening of knowledge levels around the world.
The 10th flattener Friedman called the steroids. The steroids are also standards-based
protocols that have leveraged interconnectivity through wireless with Voice Over Internet
Protocol (VOIP) and mobile smartphones. Now, content that was previously available only on
the personal home computer is mobile and can be acquired and put to use anywhere there is a
signal. This moves work out of the office and into the Starbucks. It puts a movie on the
smartphone.
Friedman (2007) shared his paradigm of the flattening world where interconnectedness
has increased at the rate of technological innovation. Western countries slowly expanded the
world with discovery and exploitation of the New World. Then, as engineering increased, the
speed and efficiency with which people moved around made the world smaller, allowing ideas
and cultures to spread rapidly. As technology advanced more rapidly, the speed of knowledge
and the tools used to share ideas shifted. At the same time, geopolitical landscapes changed, and
the Internet changed the way people communicate and work. Work could be shifted to cheaper
markets, cutting costs in the home market while increasing jobs and the standard of living in
developing economies.
As barriers fall away and countries see the benefits of liberalizing their economies, the
need for a responsive educational system to attract higher-value work is needed. Ireland has
instituted national policies to entice MNCs to bring companies and jobs to their country and has
responded by evolving its educational system to meet the demands of the jobs of today and
tomorrow.
FEMALE PURSUIT OF STEM IN IRELAND 34
Challenges of Globalization Policy and Education
For Ireland to use Friedman’s theoretical framework, the country must balance the
systems that attract FDI and job creation with investment and flexibility in the nation’s education
system. In Coming Jobs War, Clifton (2011) shared that there are more than 7 billion people in
the world, of whom 5 billion are over the age of 15 years. Three billion of these people told
Gallup that they would like to work, but Clifton (2011) pointed out that there are currently only
1.2 billion full-time formal jobs in the entire world. This means that unemployment is not a
national issue; it is a global issue. There are three people for every existing job on the planet.
This leads to industries with pockets of underemployment, companies that convert significant
portions of their workforce to part-time or consultant status to cut the cost of benefits (Clifton,
2011).
Countries such as Ireland and the United States have experienced extended periods of
economic contraction and have emerged from them. The technology boom of the 1990s in the
United States and the Celtic Tiger period in Ireland turned stagnant economies toward rapid
growth and revitalization. Examination of growth rates of the developing economies of China
and Ireland, compared to the United States, highlights a massive problem. Slower growth means
fewer jobs for citizens and more difficulty in paying for the social safety net in the future
(Clifton, 2011).
Gone are the days when a son can get a job in the same factory as his father and provide a
decent living for his family. The jobs of today and, more pressing, the jobs of tomorrow require
very different skills than did jobs in the past. Linda Darling-Hammond (2010) stated that the
mission of education is to create a society that may respond competently to the changing needs
of society. Spring (2008) wrote that countries are moving up the value chain, eventually moving
FEMALE PURSUIT OF STEM IN IRELAND 35
into the knowledge economy where wealth is tied to knowledge workers and ultimately to the
education system.
The knowledge economy requires the efficient application of technology and willingness
and ability to learn new things (Spring, 2008). Spring entered the larger conversation regarding
the investigation of globalization and education, not from a comparative lens perspective but as a
new vein of research that involves the study of intertwined worldwide discourses, processes, and
institutions affecting local educational practices and policies. The United Nations, OECD, and
the World Bank are the main proponents of the global education agenda regarding discourse
about human capital development and multiculturalism (Spring, 2008). A prior study along the
same research vein discovered the following:
The purpose of this case study was to understand the effect of globalization and MNCs
on educational leadership and development of 21st-century skills in schools and
universities in Costa Rica. The study identified the role of school leaders in the
development and implementation of policy changes seen in major national education
initiatives. In addition, the study determined that these initiatives are producing greater
numbers of knowledge-ready workers in an education system that builds human capital
that is capable of meeting Costa Rica’s needs. (Puccio, 2014, p. 124)
Puccio (2014) examined the impact of offshoring the Intel microchip manufacturing plant
on Costa Rica’s educational system. One of the positive consequences of MNCs—offshoring
and, to a lesser extent, outsourcing some of their work capacities—is the concept of brain
circulation. Brain circulation is typically associated with migration of workers but also occurs
when companies offshore because they must send staff from the home country to train the new
operators on how to do the work that was moved to the cheaper market (Spring, 2008). Spring
FEMALE PURSUIT OF STEM IN IRELAND 36
(2015) offered an updated model by which to evaluate global educational systems: (a) economic
education world model, (b) progressive education world model, (c) religious world model, and
(d) indigenous world model.
Spring (2015) stated that the goal of the economic education world model is to educate
workers for the global economy. Investment in education should be considered an investment in
the workforce. Instruction should be skills based on accountability through testing. Performance
evaluations of administrators, teachers, and programs should be based on test scores of students.
National tests should be benchmarked to the Program for International Student Assessment
(PISA) and Trends in International Mathematics and Science Study (TIMSS) and should be
taught in English as the global language of business.
The value of education is measured by economic growth and development. Criticisms of
this model include the hyperfocus on business skills, leaving politic and social justice out of the
equation. It is also noted that the system is accountable only for growth measures and the global
economy, which could lead to the subjugation of the needs of indigenous peoples (Spring, 2015).
Spring (2015) stated that the goal of the progressive education world model is to educate citizens
who are conscious of social injustices and who work actively to correct them. Students
accomplish this goal if they learn how to change political, social, and economic institutions and
if schools prepare them to participate in issues of social justice, human rights, and environmental
protection. Learning based on students’ interests and participation is preferable. The progressive
world model depends on an active learning environment with teacher-determined assessment and
protection of local languages (Spring, 2015).
There is a chasm between the economic education world model and the progressive
education world model despite both clearly being Western educational models. The
FEMALE PURSUIT OF STEM IN IRELAND 37
accountability-driven economic model focuses on employment, while the progressive model
focuses on training the mind and the spirit. When these theories are examined against Clifton’s
(2011) explanation of behavioral economics, it is clear that the economic model will, over time,
begin to lose its edge. The economic model is a compliance model for the student, the teacher,
and the system, while the progressive model attempts to allow for inspiration. Westerners prefer
to believe that they have some level of control over the outcome of their lives; the economic
education world model takes some of that away for those who are not the absolute top
performers.
Spring (2015) described the goal of the third model, the religious education world model,
as tied to the goal of the Religious Education Association of creating “opportunities for exploring
and advancing the interconnected practices of scholarship, research, teaching, and leadership in
faith communities, academic institutions, and the wider world community” (p. 19). The religious
model includes the study of traditional religious texts, study and practice of religious rights,
emphasis on spirituality, emphasis on instilling moral and ethical standards, and rejection of
secularism (Spring, 2015).
Spring (2015) described the goals of the indigenous education world model as restoring
control over education to indigenous peoples and ensuring recognition of traditional indigenous
education methods. This might include control of indigenous education institutions, with
traditional indigenous customs and practices serving as a guide for instruction and curriculum
while preserving the indigenous language and culture.
Daggett and Pedinotti (2005) wrote that countries with higher economic growth rates had
focused their educational systems on science and leadership. Countries such as China and India,
FEMALE PURSUIT OF STEM IN IRELAND 38
which have maintained a focus on science and leadership for more than two decades, now rival
and even surpass the United States in many fields (Daggett & Pedinotti, 2005).
These findings support Ireland’s decision to focus on developing a KBE with highly
skilled workers who have 21st-century skills, as well as Spring’s theoretical framework, which
provides the tool by which to analyze Ireland’s implementation of the educational policies that
support national priorities (Spring, 2008; Wagner, 2008).
Globalization in Ireland
Dorgan (2006) wrote How Ireland Became the Celtic Tiger, which highlighted Ireland’s
meteoric rise from one of the poorest countries in Europe to one of the richest in less than two
decades. Peter Neary, professor of economics at Oxford University said, “A major factor behind
Ireland’s success in the 1990s, and a key differentiator between Ireland of the 1970s and of the
1990s, was improved access to the EU as a result of the Single Market” (as cited in Lyons, 2012,
p. 6). If membership in the European Union (EU) were truly the greatest driver of Ireland’s
economic success, then the rest of the EU should have seen proportionately similar growth.
However, the growth across EU members was not proportionate. This is not to say that Professor
Neary was incorrect but, instead, that his bold assertion is invalid and that other drivers that
helped Ireland to grow more rapidly and advance farther than anyone could have imagined.
Ireland is a unique example of a country that has embraced globalization and leveraged
the economic drivers that investments by MNCs bring to a country with a properly managed FDI
program. FDI by MNCs fueled the success of the Celtic Tiger period (1997–2007) due to
Ireland’s (a) openness to global markets, (b) low corporate tax rate, and (c) educational
investment in a highly skilled workforce (Dorgan, 2006). These systemic changes transformed
Ireland into one of the top two most globalized countries in the world, according to the KOF
FEMALE PURSUIT OF STEM IN IRELAND 39
Index of Globalization since 2012 (MacGuill, 2016; Smith, 2004). KOF is an acronym for the
German word Konjunkturforschungsstelle, meaning Economic Cycle Research Institute. It was
conceived by Axel Dreher of ETH Zurich.
Well before the KOF Index ranking, Jacobson, Kirby, and O’Broin (2006) recognized
Ireland as a leader in globalization and pointed to their pioneering efforts with an expert-led
growth initiative in 1958 as an early foray into globalization. Creating the right economic
conditions for a successful economy involves building a platform and creating conditions for
innovation and investment. As Thurow (2000) summarized, Ireland had become a platform
builder and invested in infrastructure, education, and research and development to allow its
citizens the opportunity to earn a higher standard of living. “In just 15 years, Ireland went from
Britain’s ex-colony on the European periphery to the epitome of neo-liberal globalization”
(Fanning & Munck, 2016, p. xix).
As with all things in life, the economic boom was cyclical and the Great Depression
propelled by the U.S. mortgage crisis in 2007 as well as the stock market collapse of 2008 led to
the collapse of the Irish housing market and ended the Celtic Tiger period (Fanning & Munck,
2016). Today, Ireland continues to pursue policies focused on attracting FDI and developing
superior human capital to maintain a sustainable competitive advantage regionally and globally,
with the ultimate goal of shedding the name Celtic Tiger and being reborn as the Celtic Phoenix.
Elements of these policies and actions are explored in the remainder of this literature review.
Effects of Globalization
Grimes (2007) pointed out that globalization has a bad image; he called it the “tar baby to
which every previewed ill in the world attaches: depressed commodity prices, Asian sweat
shops, child labor, fast-food imperialism, American cultural hegemony, outsourcing and global
FEMALE PURSUIT OF STEM IN IRELAND 40
warming” (p. E6). Intriligator (2003) posited that, among the many disturbing potential
consequences of globalization, the inequity of wealth remains one of the most prodigious. Tiger
nations and nations with wealth grow at faster rates than lesser-developed nations. Intriligator
(2003) pointed to regions such as Africa, Asia, South America, and Central America, which are
not converging but diverging on a personal income basis. Interdependencies might be good for
eliciting collaboration and cooperation among nations but they also link previously stable
economies to the fate of their partners (Intriligator, 2003). A perfect example was the cascading
effect of the great depression created by the U.S. mortgage crisis in 2007 and the stock market
collapse of 2008 that led to the collapse of the Irish housing market and ended the Celtic Tiger
period, nearly bankrupting Ireland (Fanning & Munck, 2016).
Goldberg and Pavcnik (2007) pointed to a theory of parallel evolution of inequities in
which a country experiences economic gains but the average citizen or worker does not share in
the gain. This is a complaint heard in Ireland about preferential tax treatment for companies that
bring operations to the country but also bring staff from other countries to fill the jobs in place of
Irish workers. There are many other costly consequences of globalization; however, the topic
that receives the most attention from the news media involves the environment. Claudio (2007)
pointed out that expensive fabrics for high-end clothes are produced in wealthy countries such as
the United States, Italy, and France and then shipped to countries with unenforced environmental
standards. Workers are forced to complete toxic processes without proper safety protection;
waste product is flushed into rivers, contaminating drinking water. The result is that Western
society gets to buy a blouse 15% cheaper, so long as the name brand does not dictate a steep
price markup (Claudio, 2007).
FEMALE PURSUIT OF STEM IN IRELAND 41
History of Ireland
The island of Ireland, 32,595 square miles (roughly 89,000 square kilometers) in size, is
comprised of the Republic of Ireland (Eire), which occupies almost 85% of the land mass, and
Northern Ireland, which is part of the United Kingdom (Cronin, 2001). The island is the 20th
largest island in the world, located in the North Atlantic west of Great Britain. The nation is
comprised of four provinces: Munster (southwest), Leinster (southeastern), Connacht
(northwest), and Ulster (northeast). There are 32 counties, 26 of which are within the Republic.
Formerly under British rule, the island was politically divided into the Republic of Ireland and
Northern Ireland between 1920 and 1922. Northern Ireland is comprised of six counties in
Ulster, which is part of Britain and is ruled from Westminster Palace, London (Cronin, 2001).
Ireland can trace its origins to four periods: Mesolithic period, Neolithic period, Bronze
Age, and Gaelic Ireland (Duffy, 2000). The Mesolithic period, around 8,000 BC, is characterized
by traces of humans. These inhabitants were believed to have crossed a land bridge between the
islands before it washed away (Duffy, 2000). The Neolithic period, or New Stone Age, is defined
as the period around 3,500 BC. Evidence of farming, livestock breeding, and large-scale
manufacturing of axes provides glimpses of Irish culture. Megalithic rocks, burial tombs, and
architectural structures such as those in Newgrange, which strongly resemble Stonehenge
structure in England, also provide evidence of early Irish culture (Blackwell & Hackney, 2004).
Anthropologists concluded that Neolithic Irish people were skilled in construction, mathematics,
lapidary, and astronomy (Killeen, 2012). The Bronze Age is defined as the period of 3000 to
1200 BC, when Ireland’s first metalworkers exploited the land’s rich copper deposits to make
personal ornaments (Duffy, 2000). The Bronze Age brought Ireland metalwork that included
tools, weapons, and a sophisticated array of ornamental objects and jewelry. It was around this
FEMALE PURSUIT OF STEM IN IRELAND 42
time when evidence of a hierarchal society in Ireland is first seen (Somerset Fry & Somerset Fry,
1991). As the Bronze Age gave way to the Iron Age, circa 700 BC, ethnic Gael invaders began
to arrive from northern Europe (Cronin, 2001).
The Gaelic period is the fourth period, defined as around 700 BC, when the Gaels arrived
and brought their own culture and the Celtic language (Cronin, 2001). Gaels are the first Celtic
people who brought their own culture, but they also adopted many of the customs of the original
settlers. Celtic Ireland is assigned to the period of 350 BC through the beginnings of Christianity
in the 3rd century AD. The Celts have a significant impact on Irish culture today, which is
amazing, given that they did not write, so very little is known about them. Despite the lack of
written artifacts, signs of Celt existence can be seen throughout the country in art and clothing.
Celts shared their history and beliefs through the oral tradition of storytelling and performances
(Blackwell & Hackney, 2004; Somerset Fry & Somerset Fry, 1991).
Ireland’s history can further be defined by major movements or events: Christianity and
monasticism, Viking incursions, Norman invasion, English rule, Protestant domination, Catholic
emancipation, Irish potato famine, Irish War of Independence, the Northern Crisis, the Good
Friday Agreement, joining the European Union, and Brexit (Cronin, 2001; Duffy, 2000).
According to Cronin (2001), the period around 300 AD, the Christianity and monasticism period,
marked the time when Ireland avoided major contact with the Roman Empire and became the
center of European Christianity. The missionary period led by St. Patrick followed. St. Patrick
was a slave who brought Christianity to the island during one of the raids by Roman Britain.
St. Patrick established churches and unified various religious orders and monasteries from 432 to
465 (Cronin, 2001).
FEMALE PURSUIT OF STEM IN IRELAND 43
Viking incursions marked the 9th and 10th centuries, when Ireland came under fierce
attack (Cronin, 2001). In 853, the Danes invaded the island, followed by Danish settlers who
gradually assimilated with the local population and adopted Christianity. When the four
provinces (Ulster, Munster, Connacht, and Leinster) were created in 1152, both Gaelic and
Danish elements helped to form a united church. From the late 12th century to about 1400 was a
tumultuous period in Irish history, as the Norman invasion brought many Norman settlers to
Ireland who settled in the eastern areas, particularly around Dublin (Cronin, 2001). The native
Irish and the Normans from Great Britain fought constantly, and the conflict resulted in a law
enacted in 1937 to keep the two populations separated (Cronin, 2001).
The 16th century brought English rule when Tudors asserted control of Ireland after the
crown broke from the Pope (Cronin, 2001). During this time, Henry VIII proclaimed himself
King of Ireland and the beginnings of the Protestant Reformation emerged (Cronin, 2001). The
Protestant Reformation was the 16th-century religious, political, intellectual, and cultural
upheaval that splintered Catholic Europe and set in place the structures and beliefs that would
define the continent in the modern era (Cronin, 2001). In 1613, the Protestants overthrew the
Catholic majority and, after two periods of war between Catholics and Protestants in 1641–1652
and 1689–1691, took political control of Ireland (Cronin, 2001).
In 1801, the Irish Parliament was abolished; Catholics were not granted full rights until
Catholic emancipation was attained in 1829 (Cronin, 2001). G. A. O’Brien (1921) wrote the
definitive book on the period of 1845–1852, Economic History of Ireland from the Union to the
Famine, in which he exposed the drivers of the potato famine, the worst famine to occur in
Europe in the 19th century. It was a period of mass starvation and disease in Ireland that could
have been avoided. Nearly half of the Irish population, particularly the rural poor, depended
FEMALE PURSUIT OF STEM IN IRELAND 44
almost exclusively on the potato for sustenance. The famine proved to be a watershed in the
demographic history of Ireland, as nearly 1 million people died and 1 million emigrated. G. A.
O’Brien (1921) pointed out that the majority of emigrants did not flee to Great Britain but
instead to the United States. Ireland’s population continued to decline in the following decades
due to emigration and low birth rates (Cronin, 2001).
In 1922, Ireland seceded from the United Kingdom to become the independent Irish Free
State (Cronin, 2001). The Irish War of Independence was a guerrilla conflict between the British
state and its forces in Ireland and Irish republican guerrillas in the Irish Republican Army (Duffy,
2000). In 1937, six northern counties, now known as Northern Ireland, remained within the
United Kingdom (Cronin, 2001). According to Duffy (2000), the 1960s was known as the
Northern Crisis and was marked with violence between Catholics and Protestants, bombings, and
shootings by the paramilitary Irish Republican Army (IRA). The conflict was primarily political,
with strong ethnic and sectarian factors. The conflict was generated due to the constitutional
status of Northern Ireland, where Protestants who considered themselves British wanted
Northern Ireland to remain in the United Kingdom. Conversely, Catholics who viewed
themselves as Irish, wanted Northern Ireland to join the Republic of Ireland (Duffy, 2000). This
conflict ended with the Belfast “Good Friday” Agreement of 1998 (Cronin, 2001). The Good
Friday Agreement, or Belfast Agreement, was a major political development in the Northern
Ireland peace process of the 1990s (Cronin, 2001). This agreement ended the nearly 30 years of
sectarian conflict in Northern Ireland known as “The Troubles.” This new arrangement set up a
power-sharing assembly to govern Northern Ireland by cross-community consent (Duffy, 2000).
FEMALE PURSUIT OF STEM IN IRELAND 45
Economic History
Under rule by the United Kingdom, Ireland’s economy depended heavily on the export of
agriculture, livestock, and grain. The economic history of the Republic of Ireland effectively
began in 1922, when the Republic negotiated independence from the United Kingdom (O’Hagan
& Newman, 2014). Ruhs and Quinn (2009) wrote that “between 1871 and 1961, the average
annual net emigration from Ireland consistently exceeded the natural increase in the Irish
population, which shrank from about 4.4 million in 1861 to 2.8 million in 1961” (p. 2).
During the period from the mid-1990s to now, Ireland became the zenith of reinvention
as it has transformed from the poorest country in Western Europe to the Celtic Tiger. Ireland
suffered disproportionately in the recession of 2007-2008 and finds itself being relabeled as the
Celtic Phoenix today (Dorgan, 2006; Fanning & Munck, 2016; O’Hagan & Newman, 2014). By
2001, the unprecedented economic success of the Celtic Tiger period resulted in renewed
immigration that exceeded emigration for the first time in almost a century (Dorgan, 2006; Ruhs
& Quinn, 2009).
The Republic of Ireland has had three major episodes of debt crisis since its foundation
(Ardagh, 1994). The first was the period following the Civil War in 1923-1924, when costs and
the stagnant post-First World War economic conditions nearly crippled the emerging new state.
Jacobson et al. (2006) wrote that the 1960s forced Ireland to reinvent its economy. Ireland
joining the European Economic Community (precursor to the EU) in 1973 and the new common
marketplace marked a major shift away from agricultural economy and opened alternative
trading partners, making Ireland less reliant on the British (Jacobson et al., 2006). Jacobson et al.
(2006) reported that the rise in cost of government expenditures outpaced economic expansion.
Rather than cutting spending, the nation accumulated heavy debt that stalled the economy for
FEMALE PURSUIT OF STEM IN IRELAND 46
nearly two decades between 1970 and 1990. The most recent economic crisis resulted from the
cascading effect of the depression created by the U.S. mortgage crisis in 2007 and the stock
market collapse of 2008 that led to the collapse of the Irish housing market and ended the Celtic
Tiger period, bankrupting Ireland (Fanning & Munck, 2016). Recent geopolitical changes and
nationalism have led to contractions in international trade and globalization, as seen with the
Brexit move by the United Kingdom.
Brexit is a referendum by the United Kingdom passed by voters to leave the EU.
Professor of Politics Eric Kaufmann at Birkbeck College, University of London, who wrote The
Rise and Fall of Anglo-America: The Decline of Dominant Ethnicity in the United States, wrote,
“Brexit is the importance of invisible differences between groups, and argues that it was
primarily values that motivated voters, not economic inequality” (Kaufmann, 2016, p. 1).
Kaufmann (2016) argued that Brexit is more about values and that the gap between the order-
openness divide is emerging as the key political rift as a greater concern than traditional left-right
economic paradigms. Most news stories about Brexit focus on class and income distribution
concerns as a consequence of modernization and globalization causing people to be left behind
(Kaufmann, 2016). However, Kaufmann (2016) argued that, like the Trump movement in the
United States, Brexit is more about “identity, not economics” (p. 1). Brexit is still in the
negotiation phase but presents a particularly difficult proposition for Ireland. Britain is a
neighbor that literally shares a fence. Farmers are allowed to let their sheep graze across both
countries, and owners hold land in both countries. Britain is Ireland’s long-term trading partner
and the anchor from whom Irish people define themselves as not being (British); there are no
simple answers (Loewenstein & Mueller, 2002). Flow of goods and monies between the
FEMALE PURSUIT OF STEM IN IRELAND 47
Republic of Ireland and Northern Ireland (Britain) is unresolved, as are tariffs. This issue
remains a daily and constant fixture in the ethos of Irish life.
Multinational Corporations and Foreign Direct Investment
Jacobson et al. (2006) pointed to Ireland as the most globalized country in the world that
has consistently enacted policies that promote FDI since the expert-led growth program in 1958.
FDI by MNCs (also referred to as multinational enterprises [MNEs]) are the dominant players in
cross-border FDI transactions (OECD, 2008). Through processes such as offshoring, MNCs send
FDI in an effort to create a long-term interest in an economic enterprise in a host country other
than the country where the investing company is based. FDI includes mergers, acquisitions, new
facilities, reinvesting profits earned from overseas operations, and intracompany loans; it
encourages the transfer of technologies and expertise between economies (OECD, 2008). IDA
Ireland (2017) published Facts About Ireland: The Right Place, The Right Time. The entity uses
its website IDAIreland.com to market the drivers of their success for FDI.
Lane and Ruane (2006) reported that Ireland had attracted many of the world’s most
successful companies across a range of industries that have considerable operations, such as
Microsoft, Pfizer, Abbott, and Intel. Conlon (2016) reported that nine of the world’s top 10
pharmaceutical companies, nine of the world’s top 10 global software companies, 13 of the
world’s top 15 medical technology companies, 60% of the world’s top financial services
companies, and 50% of the management of the world’s fleet of leased aircraft call Ireland home.
Results such as these allow IDA Ireland to celebrate success. IDA Ireland (2017) reported that
Ireland’s open and transparent tax regime fully complies with OECD guidelines and EU
competitions laws. Ireland’s corporate tax rate is 12.5%, and the tax on commercialized
FEMALE PURSUIT OF STEM IN IRELAND 48
intellectual property developed in Ireland is subject to a reduced corporate tax rate of 6.25%
(IDA Ireland, 2017).
O’Hagan and Newman (2014) noted that Ireland focused on policies to attract FDI with
the intent of bringing new investment to the economy to boost national income and employment.
IDA Ireland (2015) concluded that client companies have made a highly significant impact on
the Irish economy. These companies are responsible for directly employing 174,448 employees
and support an estimated 122,000 indirect jobs. This business activity results in the export of
€124.5bn in goods and services, the submission of €2.8bn in corporation taxes, and local
expenditure of €1.4bn on research and development annually (IDA Ireland, 2015).
In Ireland, the manufacturing sector was once the backbone of the economy; however,
with FDI, manufacturing diminished in importance and was replaced by the services sector
(O’Hagan & Newman, 2014). IDA Ireland (2015) stated that special focus on complex
manufacturing to support a renewal in the manufacturing sector would serve to move the existing
manual labor workforce up the value chain into jobs with a better standard of living.
Ireland’s Educational System
Ireland’s educational system can trace its roots to 1831, when E. G. Stanley wrote a letter
as the Chief Secretary for Ireland to His Grace the Duke of Leinster regarding the formation of a
Board of Commissioners for Education in Ireland, citing the need for a national school system to
“unite in one system children of different creeds” (Stanley, n.d., p. 2). Education in Ireland is
compulsory from age 6 years, and students are required to continue studies until the later of
completing 3 years of postsecondary education or reaching the age of 16 years (Ireland DES,
2018b). The education system has three dominant levels: primary, post-primary, and higher
education. Recent policy changes include the addition of early childhood and preschool
FEMALE PURSUIT OF STEM IN IRELAND 49
programs, with updates to education and training programs. Special programs for disadvantaged
students and students with special education needs occupy policy space (Ireland DES, 2018b).
Ireland is nothing if not intentional about its education policy. O’Hagan and Newman (2014)
stated that Ireland’s educational policies aim to achieve two goals: (a) facilitate accumulation of
human capital in the economy for the purpose of fueling economic growth, and (b) contribute to
the government’s policy objective of equity by ensuring equal access to and opportunities within
the system for all.
Education System
Religion and education. Ireland’s education system is unique among developed
countries in that 96% of its primary schools are faith based, under denominational patronage and
control (Coolahan, 2014). The religious nature of schools in Ireland is deeply rooted in its
political history and religious persecution under British rule. Stanley’s letter to the Duke of
Leinster on the formation of a Board of Commissioners for Education in Ireland was written due
to mounting pressure by those who did not practice the faith of the Anglican Church (Church of
England; Stanley, n.d.). Lord Stanley took a daring stance against a “prevalent climate of
proselytism,” earning the ire of the various churches who opposed a multidenominational
approach as a direct challenge of their hegemony. By the end of the 19th, it was apparent that,
operationally at least, multidenominational schools had fallen short of their goal. Coolahan
(2014) shared a pastoral letter in which the Catholic hierarchy noted their success in modeling
the national school system as denominational as planned:
The system of National Education . . . has itself undergone a radical change, and in a
great part of Ireland is now, in fact, whatever it is in name, as denominational almost as
FEMALE PURSUIT OF STEM IN IRELAND 50
we could desire. In most of its schools there is no mixed education whatsoever. (Pastoral
Letter, 1900, Irish Teachers Journal, as cited in Coolahan, 2014, p. 474)
Most schools operated under the control of patrons of a particular denomination.
However, it remained incumbent on the Commissioners to retain and protect the formal
demarcation lines between literary and moral instruction and religious instruction. The churches
were keen to spread their influence and political will, and the years that followed provided
exactly that opportunity.
Then 1918 General Election and the War of Independence followed, resulting in the
partition settlement of 1922. Education in Ireland was now under the control of two separate
legislatures. In October 1921, the Catholic Clerical Managers Association issued the following
statement:
In view of the pending changes in Irish education, we wish to assert the great
fundamental principle that the only satisfactory system of education for Catholics is one
where children are taught in Catholic schools by Catholic teachers under Catholic
control. (as cited in Coolahan, 2014, p. 475)
The Catholics were not the only denomination that hoped to take advantage of the
political turmoil to spread their influence. Other denominations wanted schools to spread their
ethos. In 1930, Pope Pius XI issued an edict declaring the church as primary over education and
the state as subsidiary. The Irish Constitution enforced this position in 1937 with Article 42 on
Education and Article 44 on Religion in the Constitution, which gave clear expression to the
rights of the family, religious denominations, and the state regarding education. The system was
stable from 1937 until 1965, when the report Rules for National Schools was published and the
preface stated, “The State provides for free primary education for children in national schools
FEMALE PURSUIT OF STEM IN IRELAND 51
and gives explicit recognition to the denominational character of these schools” (as cited in
Coolahan, 2014, pp. 476-477). For the first time in 134 years, schools were recognized by the
national school system as denominational. This recognition was reinforced when the Secretary of
Education publicly stated that Ireland was a Christian nation and that the education system
should reflect those values (Coolahan, 2014). However, Ireland was undergoing a societal shift
and not all of its citizens were practicing Christians.
In the early 1970s, a groundswell of parents called for multidenominational schools. With
pressure mounting, in 1975, the state made its first significant change since 1831in how schools
were managed. The state established management boards for the schools so that parents and
teachers had a say in operating the schools alongside the patronage’s nominee on the board.
Through the formation of national parents’ councils, parents finally had the influence to ensure
that schools ran consistent with their beliefs. By 1998, the rules regarding patronage and
multidenominational schools were well defined, with protection for students who attended a
school of a denomination in which they did not participate. In 2006, the DES created the first of
five Community National Schools (CNS), secular schools run by a patronage of the Ireland DES
(2018b). The goal is to relinquish patronage to a local, nonreligious vocational group in the near
future. This model is bringing the Irish system closer in line with the school board model in the
United States and is similar to that of several other Westernized nations. In 2011, the Ministry of
Education recruited an advisory group to examine policies to align the proportion of schools with
religious patronage to the demands of local areas.
Fee-paying schools. All Irish primary schools are voluntary primary schools, privately
owned and operated but receiving government funds on a per-student basis. More than 60% of
post-primary (second-level) schools are voluntary secondary schools. Vocational schools and
FEMALE PURSUIT OF STEM IN IRELAND 52
community colleges are post-primary (secondary) schools owned by the Education and Training
Board. Funding for these schools comes from the Ireland DES (2018b). The final type of
secondary school is also funded by the Ireland DES (2018b) and called community and
comprehensive schools. This type of school is a holdover from the 1960s and bridges the
voluntary school and the vocational/community college school. A separate category of school,
which this study does not examine, is the private fee-paying school. In fee-paying schools,
funding does not follow the student and the teacher is paid by the state. Funds raised through
tuition provide resources for additional services and amenities. According to Citizens
Information (2013), students attending non-fee-paying schools must pay for books and
examinations. In addition, there are other costs, such as school uniforms.
The publicly funded Irish education system is centrally controlled by the DES and led by
a Board of Management; however, the church is still influential in the makeup of the board, since
most schools operate on lands owned by churches (Ireland DES, 2018b). According to the DES
annual statistical reports for 2016/2017, there are currently 3,250 primary schools serving
558,314 students, 711 post-primary schools serving 354,688 students, seven universities serving
105,051 students, and 14 Institutes of Technology serving 84,084 students. Schooling is
compulsory from the ages of 6 to 16, or until the student completes 3 years of secondary study.
However, an early childhood care and education (ECCE) scheme provides a free year of early
childhood care and education for children of preschool age. While the state-funded program is
expensive, it is successful, with a 94% participation rate by children who have been identified as
at risk (Ireland DES, 2018a).
Primary (first-level) education. First-level education includes state-funded primary
schools, special schools, and private primary schools. State-funded primary schools used to be
FEMALE PURSUIT OF STEM IN IRELAND 53
known as national schools; they include religious schools, such as Roman Catholic, Church of
Ireland, Muslim; nondenominational schools; multidenominational schools; and Gaelscoileanna
(Irish language) schools (Ireland DES, 2018b). Schools may be co-educational or single-sex
schools that teach girls and boys separately (Childs, 2001). Most children start school at the age
of 4 years and attend preschool at the location of their future primary school or at a regional
preschool.
Primary schools in Ireland are not state schools; they are privately owned schools that
receive state funding (Ireland DES, 2018b). Religious patronages or a board of governors run
most primary schools. The primary school curriculum is child centered rather than subject
centered, allowing for flexibility in teaching methods and timetable (Childs, 2001). Childs
(2001) reported that the majority of primary schools teach in English and include traditional
Western subjects such as English, Irish, mathematics, social and environmental studies, arts and
crafts, music, physical education, and religious instruction.
Since 1999, science has been a compulsory subject for all primary school pupils (STEM
Education Review Group to the Minister for Education and Skills [STEM ERG], 2016). The
Primary School Science Curriculum (PSSC) places emphasis on development of scientific
content knowledge (in biology, physics, and chemistry) and on development of scientific skills
(STEM ERG, 2016). Childs (2014) acknowledged that excellent science teaching is taking place
in primary schools but reported that concerns have been expressed about primary science with
regard to the limited science background of primary teachers and the lack of appropriate science-
based professional development for primary teachers.
Post-primary (second-level) education. According to the Ireland DES (2018b), there
are 711 secondary schools in Ireland, including 52 private schools with boarding facilities. All
FEMALE PURSUIT OF STEM IN IRELAND 54
schools must follow the curricula provided by the Ministry of Education, but some schools offer
preparation for the International Baccalaureate and British A-level examinations in addition to
the traditional curricula (Ireland DES, 2018b). As shown in Figure 1, most secondary schools are
voluntary, comprehensive or community, and vocational, with slightly more than 50 fee-paying
schools. Traditional curricula and examinations include Irish, English and mathematics, plus
additional opportunities in accountancy, art, biology, business organization, chemistry, civics,
commerce, computer science, economics, geography, history, home economics, languages,
mechanical drawing, music, physical education, and physics (Ireland DES, 2018b).

Figure 1. Irish national education system: Pathways and ages.

Secondary level is a 6-year program for students to start when they are 12 years old. The
first 3 years of the second level is called the Junior Cycle. The common program leads to Junior
FEMALE PURSUIT OF STEM IN IRELAND 55
Certificate examinations that are taken at three levels: Honours, Ordinary, and Foundational
(Childs, 2001). The current STEM curriculum was adopted in 2003 (STEM ERG, 2016).
The greatest variation in the public education system comes in the design of the Senior
Cycle, which starts with an optional transition year. Some schools treat it as an optional year,
while others have created well-developed programs to help students to find a solid path in life
prior to commencing the required 2 years of study for the Senior Cycle. Senior Cycle includes all
of the traditional subjects and co-curricular activities that one would expect in a Western
education and culminates with most students taking one of three leaving examinations, while
those who decline to take an examination typically go straight into the workforce. Figure 1
shows all possible combinations of students’ progress within the public education system
including primary education, Junior Cycle, transition year, Senior Cycle, one of three LCE
options, and finally on to third-level technical college or university. At any point after the Junior
Cycle and 16 years of age, students can choose to leave the public education system.
Leaving Certificate. The National Council for Curriculum and Assessment (NCCA)
states that most students take the traditional (established) LCE at the end of the Senior Cycle,
choosing six to eight subjects from an approved list of 34 subjects (Ireland DES, 2018b). The
traditional LCE is considered a high-stakes test; pressure is placed on students to do well because
the consequences affect the student’s future (C. O’Brien, 2018). Students who purse the tradition
path keep all academic, technical, and vocational paths open, based on the results of their
examination scores. Students who may be less academically inclined or motivated have the
option to take the Leaving Certificate Vocational Programme (LCVP), which includes five or six
Leaving Certificate subjects and two additional link modules that are preparation for the world of
work and enterprise education (Ireland DES, 2018b). In this program, the link modules are part
FEMALE PURSUIT OF STEM IN IRELAND 56
of the Senior Cycle course work that comprises a significant portion of the student’s examination
scores. Students who pursue this path are eligible to continue to university or technical college.
The Leaving Certificate Applied (LCA) follows a prevocational program in a range of courses
structured on three elements: vocational preparation, vocational education, and general
education. Citizens Information (2013) stated that the primary objective of the LCA is
preparation for adult and working life through relevant learning experiences. This program is
designed to develop the whole student spiritually, socially, aesthetically, physically, emotionally,
and intellectually (Ireland DES, 2018b).
In February 2018, the NCCA commenced stakeholder meetings with students, teachers,
and community regarding the makeup of the LCE (C. O’Brien, 2018). Until now, a major
criticism of the LCE has been that it is primarily a rote knowledge examination whereby students
may perform well if they have solid memorization abilities, rather than a test of a student’s
critical thinking and problem-solving abilities (C. O’Brien, 2018).
Third level. Traditionally, the third-level educational system has been comprised of the
university sector, the technical and technological colleges, and the colleges of education, all
substantially funded by the state but autonomous and self-governing (Ireland DES, 2018b).
According to Donnelly (2009), 22% more students were attending university in 2009 than in
2000. The highest academic institutions are referred to as universities. Ireland’s universities
include the National University of Ireland, Trinity College, the University of Limerick, and
Dublin City University. The National University of Ireland is organized federally but the
constituent colleges of University College Dublin, University College Cork, and University
College Galway enjoy a large measure of autonomy (Ireland DES, 2018b). St. Patrick’s College
Maynooth, the Royal College of Surgeons, and St. Angela’s College of Education for Home
FEMALE PURSUIT OF STEM IN IRELAND 57
Economics are recognized colleges of the National University of Ireland (Ireland DES, 2018b).
Universities offer bachelor, master, and doctoral degrees.
Colleges of Technology include the massive Dublin Institute of Technology, as well as
regional technical colleges. The Dublin Institute of Technology includes the College of Catering,
the College of Marketing & Design, the College of Commerce, and the College of Music. The
regional technical colleges, scattered throughout the country, include curriculum with a broad
range of occupations and levels in the areas of business studies, engineering and technology, and
science and paramedicine. Colleges of Technology and Institutes of Technology award technical
certifications and bachelor and master degrees (Ireland DES, 2018b).
Specialist colleges operate programs leading to certificates, diplomas and degrees
approved by the National Council for Education Awards (Ireland DES, 2018b). Teacher colleges
differ depending on the level at which a teacher intends to work, primary or secondary.
Typically, second-level teachers complete a primary degree at a university and then follow up
with the Higher Diploma in Education at the university level. Primary school teachers complete a
3-year program leading to a Bachelor’s degree in Education at one of the five teacher training
colleges. Medical programs operate at the Royal College of Surgeons in Ireland, the Medical
Schools in University College Dublin, University College Cork, University College Galway, and
Trinity College; they have developed a prestigious reputation in their field. The Irish legal
system is part of the common law tradition and therefore relevant to the legal training needs of
many countries (Ireland DES, 2018b).
State of Irish Education
Globalization, Irish history, religion, and FDI have played significant roles in Ireland’s
education design. To conduct the proposed research, it is necessary to employ theoretical
FEMALE PURSUIT OF STEM IN IRELAND 58
frameworks. The remainder of this literature review is dedicated to the theoretical frameworks
for leadership, feminist theory, STEM PBL, and participation in science fairs as a means to
promote and develop 21st-century skills as well as increase female students’ pursuit of STEM-
related studies and careers.
School Leadership
Robert House (1971) wrote about the path-goal model of leadership that describes a
leader’s style or behavior that best fits the employee and work environment in order to achieve a
goal. The idea leverages expectancy theory as a leader’s job is to increase employee motivation,
empowerment, and satisfaction so that employees act as productive members of the organization
(House, 1971). Within this paradigm, subordinates are motivated if they believe that they are
capable of performing the work, that their efforts will result in a certain outcome, and that the
payoffs for doing their work are worthwhile. Path-goal theory suggests that each type of leader
behavior has a different impact on follower motivation. Whether or not a particular leadership
behavior is motivating is dependent on the followers’ characteristics and the characteristics of
the task. Subordinates have the need for affiliation, a preference for structure, desire for control,
and a need for a level of comfort with their self-perceived level of task ability (House, 1971).
The path-goal theory provides the foundation for flexible leadership in any given environment.
Education leaders in a globalized society should be leaders, not managers (Wagner, 2008).
Belasco and Stayer (1993) wrote the parable of Flight of the Buffalo: Soaring to
Excellence, Learning to Let Employees Lead, in which they noted the significance of a
distributive leadership style. The distributive leadership style is in alignment with path-goal
leadership. To achieve an organization’s goals, leaders must shift the approach to meet the needs
and motivations of staff (Patterson, 2001). As Belasco (1993) stated, the leader cannot operate
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from the paradigm of the “Head Buffalo,” making all of the decisions for the organization.
Instead, the leader recognizes the need to build an organization that resembles a “flock of geese”
(Belasco & Stayer, 1993), in which the most qualified person comes forward to lead based on the
issue at hand. This principle naturally extends to pragmatic staffing practices and prioritizing
issues as described in the concept of “first who, then what” (Collins, 2001).
Leaders must recognize that the most important thing they can do is to get the “right
people in the right seats (on the bus)” (Collins, 2001, p. 41). In essence, hiring the best people
who have the capacity to step forward and lead the flock when appropriate is the most important
task of a leader. In education, instructional leadership includes creating a culture of inquiry.
Dowd (2005) stated that, in order to create a culture of inquiry that promotes student
success, teachers and instructional leaders must
work to identify and address problems by purposefully analyzing data about student
learning and progress, engage in sustained professional development and dialogue about
the barriers to student achievement, [and] have the capacity for insightful questioning of
evidence and informed interpretation of results. (p. 2)
In 1998, DuFour and Eaker published Professional Learning Communities at Work: Best
Practices for Enhancing Student Achievement. This work highlighted the value of the
professional learning community (PLC) approach which includes (a) shared mission, vision,
values, and goals; (b) collaborative teams focused on learning; (c) collective inquiry; (d) action
orientation and experimentation; (e) commitment to continuous improvement; and (f) results
orientation (Dufour, Dufour, Eaker, & Meany, 2016). Using path-goal theory, the leader takes a
situational approach to engaging the team to increase student achievement.
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Obtaining buy-in for mission, vision, values, and goals is very difficult. Leadership is
more than just changing one’s actions to solicit a response from a subordinate. To be truly
effective, leaders need an organizational framework (theory) from which to analyze
organizational issues before deciding how to respond (Puccio, 2014).
How leaders view the world depends on the lens through which they see the world.
Bolman and Deal (2013) presented a theory based on a model consisting of four frames:
(a) structural, (b) human resource, (c) political, and (d) symbolic. Using the wrong lens is
tantamount to using the wrong tool for the job; it could do more harm than good. Conversely,
employing the correct frame can assist the leader in motivating all or parts of the organization
(Bolman & Deal, 2013).
The structural frame (Bolman & Deal, 2013) argues for putting people in the right roles,
as in a factory assembly line. When properly accomplished, the structural frame can
accommodate both collective goals and individual differences. The frame works under six
assumptions: (a) Organizations exist to achieve established goals and objectives, (b)
organizations increase efficiency and enhance performance through specialization and
appropriate division of labor, (c) suitable forms of coordination and control ensure that diverse
efforts of individuals and units mesh, (d) organizations work best when rationality prevails over
personal agendas and extraneous pressures, (e) structures must be designed to fit an
organization’s current circumstances, and (f) problems arise and performance suffers from
structural deficiencies that can be remedied through analysis and restructuring (Bolman & Deal,
2013).
The human resource frame (Bolman & Deal, 2013) arose from the works of 20th-century
pioneers who maintained that workers have rights beyond a paycheck and, to maximize
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performance, the organization should be designed around the workers. The organizational design
for this frame is a family. The human resource frame holds that people’s skills, attitudes, energy,
and commitment are vital resources that can make or break the goals of an organization. The
human resource frame works under the assumptions that (a) organizations exist to serve human
needs rather than the converse, (b) people and organizations need each other, (c) when the fit
between individual and system is poor and both suffer, and (d) a good fit benefits both.
Employees find satisfaction and the organization gets the talent and energy needed to succeed
(Bolman & Deal, 2013).
The political frame (Bolman & Deal, 2013) views organizations as a jungle filled with
conflict among competing interests as parties are constantly bargaining, negotiating, coercing,
compromising, and forming coalitions. The frame has five propositions: (a) Organizations are
coalitions of assorted individuals and interest groups; (b) coalition members have enduring
differences in values, beliefs, information, interests, and perceptions of reality; (c) most
important decisions involve allocating scarce resources; (d) scarce resources put conflict at the
center of day-to-day dynamics; and (e) goals and decision emerge from bargaining and
negotiation among competing stakeholders (Bolman & Deal, 2013).
The symbolic frame (Bolman & Deal, 2013) forms an umbrella for ideas from several
disciplines, including organization theory and sociology. This frame views the organization as a
carnival or theater. The frame has five concepts: (a) What is most important is not what happens
but what it means; (b) activity and meaning are loosely coupled, and events and actions have
multiple interpretations; (c) facing uncertainty and ambiguity, people create symbols to resolve
confusion, find direction, and anchor hope and faith; (d) events and processes are often more
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important for what is expressed than for what is produced; and (e) culture bonds an organization,
unites people, and helps an enterprise to accomplish desired ends.
Using Bolman and Deal’s (2013) four lenses framework for organizational theory allows
the school leader to break through the underlying culture, put the correct people in the correct
roles, and interact in a manner that motivates teachers and staff to achieve shared visions,
missions, values, and goals.
Gender and the Hard Sciences via Feminist Theory
Acker (1987) identified three Western feminist theoretical frameworks present in the
education space—liberal, socialist, and radical—each with its own educational applications.
“Feminist theoretical frameworks address, above all, the question of women’s subordination to
men: how this arose, how and why it is perpetuated, how it might be changed and (sometimes)
what life would be like without it” (Acker, 1987, p. 421). “Feminist theories serve a dual
purpose, as guides to understanding gender inequality and as guides to action” (Acker, 1987,
p. 421).
Liberal feminist theory fits into three themes that focus on advocacy for equality for
women: equal opportunities, socialization and sex stereotypes, and sex discrimination. The goal
is removal of educational barriers in the school and the child and/or policies and practices that
discriminate against female students. Liberal feminism attempts to remove barriers for women.
Liberal theory is often seen as elitist and is accused of laying claim to incremental success, when
the success model is too often an example of one or two people. Liberal feminism is accused of
ignoring the impact of patriarchy, power, and the systematic subordination of women by men.
“Strategies for educational change emanating from liberal feminism follow from the conceptual
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base. In general, there is an attempt to alter socialization practices, change attitudes, use legal
process” (Acker, 1987, p. 424).
Social feminist theory fits into two themes: (a) Social structures and systems support
male dominance, and (b) schools systematically train women for low-paying jobs. The goal of
social feminist theory is to increase awareness that gender, race, and class interact in complex
ways to shape girls’ lives in and out of school. The proposed strategies to address problems of
social feminist theory are to address the environment variables that criticize or blame the victim
and to offer teacher indoctrination programs. Proposed changes to address social feminist theory
problems in schools include removing identified barriers, analyzing curriculum and materials for
gender bias, persuading girls not to drop STEM courses through teacher training, and offering
assertiveness training. Most socialist-feminist theoreticians have focused on women’s position in
the economy and the family. For those who are concerned with education, Arnot and Weiner put
forth the key question regarding how education is “related to the reproduction of gender
divisions within capitalism” (as cited in Acker, 1987, p. 426).
Radical feminist theory shares themes that all females are faced with the most extreme
biases at school through attention that teachers give boys versus girls. Focus is on traditional
male domination and monopolization of decisions, culture, and sexual politics in everyday life.
Strategies to make conditions better for female students include cognitive frames to examine
structures, policies, and practices that are assumed to be gender neutral but actually have
negative consequences for female students (Bensimon & Marshall, 2003).
21st-Century Skills
In 2015, Ireland published the report “Innovate 2020 Excellence Talent Impact,” which
presents Ireland’s 5-year plan “based on a shared vision of Ireland becoming a global innovation
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leader, driving a strong, sustainable, high employment economy and a better society enjoying a
good quality of life” (Interdepartmental Committee on Science, Technology, and Innovation,
2015, p. 7). Key to the plan is the core assertion that development of talent necessary to drive
research and innovation is not limited to STEM knowledge. Development of talent requires focus
on complementary skills such as critical thinking, creativity, and entrepreneurship, all of which
are essential to Ireland’s continued success. The emergence of sophisticated information and
communication technologies has created a KBE. When coupled with the demand from MNCs
and FDI chasing ever-higher returns, educational systems require a paradigm shift from 20th-
century skills focused on routine cognitive work and manual labor to 21st-century skills essential
to meet greater cognitive demands.
Levy and Murnane (2004) explained that “expert thinking [involves] effective pattern
matching based on detailed knowledge; and metacognition, the set of skills used by the stumped
expert to decide when to give up on one strategy and what to try next” (p. 75). According to
Spring (2008), changes in human capital and post-industrialism have created a knowledge
economy in which wealth is tied to knowledge workers and ultimately to education systems.
Wagner (2008) correlated schools fixed in the 20th-century education model of rote
memorization, one-process solutions, and fact recall with stagnation in student outcomes for
those students who have not been trained in the higher-order skills, such as critical thought and
problem solving. In these schools, concepts and related problems are learned in abstract and
often lack significant relation to modern-day applications by which students could internalize
learning (Dede, 2010). Diane Ravitch (2009) called the 21st-century skills movement a relabeled
fad drawn from William Heard Kilpatrick’s project method from 1918 and insisted that focusing
on skills detracts from content knowledge necessary to use those skills. However, this viewpoint
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represents a minority opinion in the literature. Using plans outlined in Innovation 2020
(Interdepartmental Committee on Science, Technology, and Innovation, 2015) and Horizon 2020
(Kinkorova, 2014), the foundation exists to make significant progress. Examination of the
existing frameworks is necessary to provide insight and direction, as the 21st-century learner
needs to learn skills today to work in jobs and use technologies that do not yet exist (Wagner,
2008).
Frameworks for 21st-Century Skills Learners
This next section of the literature review examines three leading conceptual frameworks
for 21st-century learners. The first subsection describes Wagner’s (2008) seven survival skills as
a framework for 21st-century learning. The second subsection explores the learning model from
P21 (2008). The third subsection explores the OECD (2005) framework for 21st-century skills,
ending with an analysis supporting Wagner’s theoretical framework for use in evaluating the
proposed research. This section examines the three frameworks by briefly mentioning the
specific content areas identified and supplemental concepts cited before focusing on the
identified soft skills required of the 21st-century learner. While changes in the global economy
have been driven by technology, for the purposes of examining the three frameworks, technology
is treated as a set of ubiquitous skills that most digital native students possess (Wagner, 2008).
Wagner’s seven survival skills. Wagner’s (2008) framework is based on more than 700
interviews with education, nonprofit, and business leaders. The framework was developed to
address the achievement gap between American students and their international peers, as well as
the global achievement gap between what students will learn in the classroom and what they will
need for employment and citizenship in the 21st century. Wagner offered seven survival skills
needed for students to compete in a global economy: (a) critical thinking and problem solving,
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(b) collaboration and leadership, (c) agility and adaptability, (d) initiative and entrepreneurialism,
(e) effective oral and written communication, (f) ability to access and analyze information, and
(g) ability to have and use curiosity and imagination.
Critical thinking and problem solving. Critical thinking and problem-solving skills are
extremely valuable and rare commodities in the global job market. Wagner (2008) stated that
“asking good questions, critical thinking, and problem solving go hand in hand in the minds of
most employers and business consultants” (p. 15). In fact, Wagner identified asking questions
and thinking critically as the essential skill set that employers value most. One could easily
envision work projects that span countries, time zones, and languages. Gaining clarity by asking
questions, thinking critically about information as it flows back and forth, and finally solving
complex problems is exactly what students and employees need in the 21st century.
Collaboration across networks and leading by influence. Working toward a common
goal often requires collaboration and influence. Choice regarding process and direction of a
project can blur the lines between the two concepts. Friedman (2007) used his flat world
narrative to stress that people must work not only with people across the office but also with
people around the world. Wagner (2008) wrote that an ability to work with diverse cultures
removes physical barriers from work, allowing for a 24-hour workday on projects in a global
enterprise. Influence becomes more difficult when language and culture increase ambiguity,
making collaboration and influence essential skills for the 21st century.
Agility and adaptability. Lao Tzu said, “Life is a series of natural and spontaneous
changes. Don’t resist them-that only creates sorrow. Let reality be reality. Let the things flow
forward in a natural way” (Freke, 2000). Wagner (2008) posited that a KBE requires flexibility
to work through unique problems and to be open to the possibilities of alternative solutions to old
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problems. Wagner (2008) cited Karen Bruett of Dell as saying, “What goes on in the classroom
today is the same stuff as fifty years ago, and that’s just not going to cut it” (p. 31). In the KBE,
companies that fail to adapt to market conditions become extinct. However, only recently has the
same correlation for education been expressed and somewhat adopted. Dries, Vantilborgh, and
Pepermans (2012) found that learning agility is a better predictor of high potential for employees
than past performance.
Initiative and entrepreneurialism. Initiative is not a set of skills that is taught but that is
inherent in the individual and necessary to succeed in the 21st-century KBE. Entrepreneurialism
is the skills one needs to undertake a new business. These can be taught. Wagner (2008)
maintained that people with these characteristics are more likely to execute ideas and think
outside the box.
Effective oral and written communication. Effective written and oral communication
skills are essential for success in the job market. Wagner (2008) pointed out that, while many
high school students can write effectively, most struggle to communicate orally. Efficacy in
communication is required to influence others, putting this essential skill on par with
collaboration and influence.
Ability to access and analyze information. The ability to locate and evaluate information
is essential in a global KBE. The volume of information and data is growing at an alarming rate.
The ability to apply critical analysis to determine errors, bias, and credibility is critical (Harris,
2014).
Ability to have and use curiosity and imagination. Curiosity and imagination allow the
learner who has mastered content to reimagine designs and processes and to use them to create a
new potential reality and create competitive advantages in a KBE (Wagner, 2008).
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P21. The P21 network formed in 2002 as a coalition of business community, education
leaders, and policymakers to position 21st-century readiness at the center of U.S. K–12 education
and to kick start a national conversation on the importance of 21st-century skills for all students
(P21, 2008). Twenty-first-century student outcomes are skills, knowledge, and expertise; all
students should master these skills to succeed in work, life, and citizenship in the 21st century.
P21 (2008) identified four core content areas: (a) content knowledge and 21st-century themes;
(b) learning and innovation skills; (c) information, media, and technology skills; and (d) life and
career skills.
Content knowledge and 21st-century themes. P21 stated that mastery of fundamental
subjects is essential for 21st-century learners: English, reading or language arts, world languages,
arts, mathematics, economics, science, geography, history, and government and civics. For
deeper understanding, the fundamental subject material is woven into themes to deepen interest
and understanding: global awareness, financial, economic, business and entrepreneurial literacy,
civic literacy, health literacy, and environmental literacy (P21, 2008).
Learning and innovation skills. Learning and innovation skills are the soft skills of P21
and separate students who are prepared for increasingly complex life and work environments in
the 21st century and those who are not. A focus on creativity, critical thinking, communication,
and collaboration is essential to prepare students for the future (P21, 2008).
Information, media, and technology skills. Today’s environment is rich in technology
and media with (a) access to an abundance of information, (b) rapid changes in technology tools,
and (c) the ability to collaborate and make individual contributions on an unprecedented scale.
To be effective in the 21st century, citizens and workers must be able to create, evaluate, and
effectively utilize information, media, and technology (P21, 2008).
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Life and career skills. Students need to develop thinking skills, content knowledge, and
social and emotional competencies to navigate complex life and work environments. P21’s
essential life and career skills include flexibility and adaptability, initiative and self-direction,
social and cross-cultural skills, productivity and accountability, and leadership and responsibility
(P21, 2008).
OECD 21st-century skills framework. People need to draw on key competencies that
allow them to adapt to the world characterized by change complexity and interdependence
(OECD, 2005). These competencies must be appropriate for a world in which technology is
changing rapidly, societies are becoming more diverse and compartmentalized, and globalization
is creating a world that is interdependent, where influences and consequences are no longer
constrained by borders (OECD, 2005). These competencies can be divided into three categories:
(a) using tools interactively, (b) interacting in heterogeneous groups, and (c) acting
autonomously (OECD, 2005).
Using tools interactively. A global economy places social and professional demands on
people. Using tools requires far more than access to technology and tools with present-day
mastery of use (OECD, 2005). Using tools requires agility to grow and adapt with tools to make
sense of the world (OECD, 2005). These tools include (a) using language, symbols, and texts
interactively; (b) using knowledge and information interactively, and (c) using technology
interactively (OECD, 2005).
Interacting in heterogeneous groups. Interacting in heterogeneous groups is necessary
because global societies require people to deal with diversity in pluralistic societies, stressing the
importance of empathy and the importance of social capital (OECD, 2005). Interacting well in
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heterogeneous groups is accomplished by (a) relating well to others, (b) cooperating while
working in teams, and (c) managing and resolving conflicts (OECD, 2005).
Acting autonomously. Acting autonomously is an essential skill in the 21st century.
because of the need to realize one’s identity and set goals in a complex world, the need to
exercise rights and take responsibility, and the need to understand one’s environment and its
functioning (OECD, 2005). In doing so, individuals act autonomously by (a) acting within the
big picture, (b) forming and conducting life plans and personal projects, and (c) defending and
asserting rights, interests, limits, and needs (OECD, 2005).
Analysis of 21st-Century Skills Frameworks
Each framework is an attempt to meet the demands of the 21st century. While the
frameworks are similar, they use a distinctly different language. The OECD (2005) competencies
highlight using language, symbols, and texts, as well as managing and resolving conflicts. Acting
autonomously is a major category in this framework that includes life plans and defending and
asserting rights, interests, limits, and needs. It is important to note that the OECD framework
focuses less on overlaps with the 20th-century education curriculum but instead focuses on
contextual 21st-century skills (Dede, 2010). This difference in starting positions means that
affective and psychosocial skills receive greater emphasis (Dede, 2010). Wagner (2008) and P21
(2008) remain grounded in their 20th-century origins. Despite the perceived and expressed
variations of the three models presented, the foundational concepts can be mapped to the
simplest form as presented in Wagner’s framework.
The Irish publication Innovation 2020 (Interdepartmental Committee on Science,
Technology, and Innovation, 2015) states that availability of talent will be the key differentiator
in winning FDI in the future; therefore, the quality of the education system is critical. While
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Ireland only very recently developed a national policy focused on 21st-century skills, it
implement an education policy in 1999 in which key skills were linked to communication,
problem solving, critical thinking, inquiry, investigation and analysis, and social and personal
awareness and interaction (Ananiadou & Claro, 2009). By enacting these policies, Ireland has
focused on long-term economic return on investment through the Innovate 2020 plan designed to
result in efficient use of resources (Stone, 2002). In 2017, Ireland’s DES issued the report, STEM
Education Policy Statement: 2017-2026 (Ireland DES, 2017), which failed to articulate a defined
policy on 21st-century skills but used the very concepts of 21st-century skills to justify the
choices in their proposed STEM policies. Wagner’s (2008) framework for 21st-century skills is
the best balance between the symbolism of the OECD framework and the oversimplified P21
framework by grouping the essential skills of the KBE economy as (a) critical thinking and
problem solving, (b) collaboration across networks and leading by influence, (c) agility and
adaptability, (d) initiative and entrepreneurship, (e) effective oral and written communication, (f)
accessing and analyzing information, and (g) curiosity and imagination.
STEM
STEM is interdisciplinary, enabling learners to build and apply knowledge, deepen their
understanding, and develop creative and critical thinking skills within authentic contexts (Slough
& Milam, 2013). Slough and Milam (2013) developed a theoretical framework for the design and
delivery of STEM-based PBL: (a) making content accessible to students, (b) making thinking
visible, (c) students learning from each other, and (d) promoting autonomy and lifelong learning.
Bybee (2010) identified three factors necessary for STEM education reform: (a) seek to respond
to the global economic challenges that many nations face, (b) recognize the demand for STEM
literacy for solving global technological and environmental problems, and (c) focus on the
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knowledge needed to develop workforce skills required in the 21st century. The flattening of
world economies through globalization and the demand for 21st-century skills has shifted the
paradigm for teaching STEM (Bybee, 2010).
The recent publication, STEM Education Policy Statement 2017-2026 (Ireland DES,
2017), stated that Ireland has some challenges in its STEM education:
 Ensure that Irish students’ learning in STEM disciplines significantly improves,
including the further development of skills such as problem-solving, inquiry-
based learning and team working to address demands from the world of work;
 Increase the number of students choosing STEM subjects in post-primary schools,
those progressing to STEM pathways in further or higher education and those
who take up careers in STEM;
 Increase participation of females in STEM education and careers;
 Raise interest in, and awareness of the range of exciting careers in STEM;
 Ensure young people sustain their involvement in STEM education. (p. 10)
Prior research findings similarly identified the challenges raised in the STEM Education Policy
statement (Holton, 2017; King, 2017). Ireland is a small, open economy that relies heavily on
external demand from international markets and FDI to sustain continued growth and economic
renewal and development (IDA Ireland, 2015).
Sanders (2009) identified three essential components for students to excel in STEM
education. STEM education should (a) be project based, (b) be an integrated technology
program, and (c) consist of engineering problems using knowledge of science and mathematics.
According to Ni Riordáin and Hannigan (2011), fewer students pursued mathematics during their
Senior Cycle and third level in 2008 than in years past. This, along with low passage rates on the
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LCE, indicates that fewer students are entering third-level courses to fill the knowledge-based
jobs in the immediate future.
Bybee (2010) maintained that schools with effective STEM instruction employ research-
based instructional strategies and elements that engage students’ interests and experiences built
to leverage prior knowledge. In order to institute an effective STEM program, reforms must
(a) address global challenges, (b) change perceptions of environmental problems, (c) recognize
and teach 21st-century work force skills, and (d) be aware of continuing issues of national
security that are necessary for a country to sustain its position as a global competitor (Bybee,
2010). Successful STEM programs are an essential component of Ireland’s pipeline of FDI for
the foreseeable future.
Project-Based Learning
PBL provides the best method of implementation of STEM education at the classroom
level and incorporates 21st-century skills (Capraro et al., 2013). The learning model begins with
a teacher-directed question, whereby students investigate, collect data, and conduct research to
develop and create newfound knowledge. Inquiry-based projects and activities are used primarily
in science education, where hands-on activities are encouraged and scientific methods are
applied to authentic problems (Capraro et al., 2013).
This instructional strategy is an approach to teaching in which students respond to real-
world questions or challenges through an extended inquiry process that often involves peer
collaboration, emphasis on critical thinking, and interdisciplinary learning (Lattimer & Riordan,
2011). PBL is rooted in the constructivist learning theory of John Dewey; it fosters student
experiences in projects that mimic the work of actual scientists to promote interest and
ownership of learning, as well as student discovery (Capraro et al., 2013).
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PBL is highly correlated with students’ increased motivation to learn, work in teams, and
develop collaborative skills. PBL is highly recommended as a 21st-century teaching technique
(Bender, 2012). The components of PBL that reinforce 21st-century skills are (a) brainstorming
possible solutions to problems, (b) dividing responsibilities for information gathering, (c)
developing a time line for information gathering, (d) searching for information on a problem or
question, (e) synthesizing collected data, (f) engaging in collaborative decision making, and (g)
developing a product or artifacts that allow students to communicate the results of their work
(Bender, 2012).
As students take control of their learning, both academically and cognitively, changes in
conceptual understanding occur as they learn to set goals, seek feedback, interpret input, adjust
behavior, and evaluate their ideas (Slough & Milam, 2013).
Intel (Society for Science & the Public, 2016) identified benefits of STEM PBL in
Ireland. First, in self-directed learning, students identify the subject matter to be investigated.
Self-directed learning promotes confidence and strong student ownership of their projects and
results. Second, in learning that is relevant to their lives, students can select local/global topics of
relevance or interest to them and develop their own scientific investigations and models. Third,
in skills development, students learn through hands-on experimental and problem-based
approaches to learning. Skills development includes research methodologies, design of
experiments, data collection, evaluation and analysis, critical thinking, problem solving,
communications, innovation and entrepreneurship. Fourth, through collaboration, students work
in groups, learning to be both tutors and learners while building social and collaborative skills.
Fifth, projects tend to support a cross-curricular, as well as an integrated, approach to STEM
learning. Sixth, science fairs are an effective way to connect learning in the classroom to the
FEMALE PURSUIT OF STEM IN IRELAND 75
external world and the global grand challenges of food, water, energy security, better health
services, and better infrastructure (Slough & Milam, 2013). Bell (2010) pointed to PBLs positive
increases in social learning through enhanced communication and collaborations, with the added
benefit of students presenting their finished work.
Science Competitions
There are three prominent science fairs in Ireland: (a) BT Young Scientist and
Technology Exhibition, (b) SciFest, and (c) Sentinus Young Innovators (Society for Science &
the Public, 2016). The largest and most egalitarian science fair program is SciFest, which had
more than 5,300 students exhibit, compared to 1,500 students in the BY Young Scientist and
Technology Exhibition and 2,500 in the Sentinus Young Innovators science fair (Society for
Science & the Public, 2016). Porter (2017) reported that in 2015 SciFest participation rates
dramatically increased to 7,200 participants, with 3,060 project submissions.
SciFest is a national initiative founded by SciFest Chief Executive Officer (CEO) Sheila
Porter to promote STEM education through active, collaborative, authentic, inquiry-based
learning to promote 21st-century skills. SciFest was founded nationally in 2008 and has had
more than 32,000 post-primary student participants since then (Porter, 2017). SciFest’s mission
is
to provide an inclusive and accessible platform for students in Irish school to explore the
STEM disciplines in an investigative way and to present their findings to a wider
audience, thus supporting the development of key skills, including critical thinking,
problem solving, communication and collaboration. (SciFest, Ltd., 2014, p. 3)
Various companies and organizations fund SciFest through contributions. The three
primary sponsors and partners are Boston Scientific, Intel Ireland, and Science Foundation
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Ireland Discover. SciFest opened its competition to post-primary student participants throughout
Ireland. The junior age category is reserved for first- and second-year secondary students. The
intermediate category is for third- and fourth-year students, and the senior category is for fifth-
and sixth-year students. Students may submit one entry per year, either as an individual or as part
of a group (with a maximum of three students per group, all of whom attend the exhibit). SciFest
(2017) reported that group projects comprised 83% of all submissions.
Continued success of SciFest and other science fair programs is contingent on
development of student interest in STEM fields and related majors in order to keep pace with
global competition. The science fair has existed for many years and has a longstanding
reputation as a strategy to foster student interest in the sciences (Bellipanni & Lilly, 1999). A
common rationale for science fairs cited throughout the literature is that they provide students
opportunities for hands-on research and learning as they demonstrate the ability to identify a
problem, formulate a hypothesis, determine a procedure, gather data, interpret results, and draw
conclusions (Bellipanni & Lilly, 1999). Promoters of science fairs share their belief that
participation in science fairs promotes the 21st-century skills identified by Wagner (2008): (a)
critical thinking and problem solving, (b) collaboration and leadership, (c) agility and
adaptability, (d) initiative and entrepreneurialism, (e) effective oral and written communication,
(f) ability to access and analyze information, and (g) ability to have and use curiosity and
imagination (Porter, 2017).
Theoretical Frameworks
According to Maxwell (2013), a theoretical framework of a study is the underlying
structure, scaffolding, or frame of the study. Maxwell (2013) defined framework as a system of
concepts, assumptions, expectations, beliefs, and theories that support an investigation. This
FEMALE PURSUIT OF STEM IN IRELAND 77
study is framed by work from Spring (2008) on globalization of education and Wagner (2008) on
understanding the growth of 21st-century skills. These areas are highlighted as essential for the
Irish educational system per the STEM Education Policy Statement 2017-2026 to continue to
attract FDI and drive economic expansion in Ireland (Ireland DES, 2017). Friedman’s (2007)
globalization, Spring’s (2008) globalization of education and Wagner’s (2008) 21st-century
skills form the foundation of the existing educational system, as explored in depth by the 2016
University of Southern California’s (USC) Superintendent Cohort from the Rossier School of
Education. This study adds to the above frameworks used in prior studies by adding Bolman and
Deal’s (2013) leadership theory, Acker’s (1987) feminist theory, and Slough and Milam’s (2013)
theory of impact on student acquisition of 21st-century skills. Figure 2 depicts the relationships
among the theoretical frameworks.
Chapter Summary
The purpose of this study was to understand the influence of globalization, leadership,
and science fairs on female students’ acquisition of 21st-century skills and their college-career
pursuit of STEM. To accomplish this goal, the study continued prior work examining
globalization and educational policy on development of 21st-century skills through STEM
education. The study expanded prior investigations by connecting leadership practices and
feminist theory to student participation in science fair competitions, particularly the SciFest
science fair competition. The study examined how school leadership has influenced students’
participation in SciFest while preparing them for the LCE. This study also investigated how
SciFest influences female students’ interest in STEM courses and stakeholders’ perceptions of
SciFest’s value in preparing students to compete in the 21st-century workforce.
FEMALE PURSUIT OF STEM IN IRELAND 78

Figure 2. Theoretical frameworks of the study. STEM = science, technology, engineering, and
mathematics; PBL = project-based learning.

Significant prior research exists regarding the influence of globalization (Friedman,
2007) on the Irish education system and the country’s journey toward globalization of its
education system (Spring, 2008). Little research exists regarding the influence of SciFest and
other science fairs on students’ development of 21st-century skills (Wagner, 2008). The low
numbers of female participants in mathematics-based sciences warrants an understanding of the
drivers and power structures that perpetuate this imbalance (Acker, 1987). Leadership has been
FEMALE PURSUIT OF STEM IN IRELAND 79
shown to be a powerful influencer in education; however, as with all leadership challenges,
seeing the problem through the correct lens is essential (Bolman & Deal, 2013).
FEMALE PURSUIT OF STEM IN IRELAND 80
CHAPTER 3: METHODOLOGY
According to Malloy (2011), inquiry is any systematic process for uncovering data that
can lead to new information. The purpose of this chapter is to describe and justify the research
methodologies chosen for this case study. This research is a case study due to its narrow focus on
DGS, Terenure, Ireland, as a bound system for analysis of student, parent, teacher, and
administrator data in order to examine their practices, influences, and perceptions within the
context of the purpose of the study (Noor, 2008). Yin (2017) defined case study in the research
process as “an empirical method that investigates a contemporary phenomenon (the “case”) in
depth and within its real-world context, especially when the boundaries between phenomenon
and context may not be clearly evident” (p. 15).
Case studies are criticized for lack of scientific rigor and reliability; however, case studies
have strengths that apply directly to this study. This research examined the intersection of several
theoretical frameworks that have been examined thoroughly in isolation but now will be used to
examine interconnected phenomena across several theoretical frameworks. This research
employed the case study methodology because that method provided a holistic view of the
various phenomena being explored and, given the extensive resources brought to bear on the
topic, allowed for connections that would have otherwise been impossible to draw without the
ability to “capture the emergent and immanent properties of life in organizations” (Noor, 2008,
p. 1603) such as DGS.
The purpose of this study was to understand the influence of globalization, MNCs, and
FDI on educational policy and how that policy influences development of 21st-century skills
through implementation of STEM education, instructional practices, and female students’
participation in SciFest science fair competitions. The study examined how school leadership
FEMALE PURSUIT OF STEM IN IRELAND 81
influences student participation in SciFest while preparing them for the LCE. The study also
investigated how SciFest influences students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
Four research questions guided this study:
1. How do schools engage in SciFest while preparing students for the LCEs?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of students’ participation in SciFest?
The following sections describe how the research questions were addressed: (a) Research
Design and Methods, (b) Research Team, (c) Sample and Population, (d) Instrumentation, (e)
Data Collection, (f) Data Analysis, (g) Credibility and Trustworthiness, and (g) Ethical
Considerations.
Research Design and Methods
This study utilized surveys, interviews, and observations across broad stakeholder
groups, including post-primary students, parents, teachers, school administrators, business
leaders, educational policymakers, and political leaders, to determine the influence of
globalization, leadership, and SciFest on female students’ acquisition of 21st-century skills and
college and career pursuit of STEM majors and careers in Ireland.
To determine which research method and design best applied to the research questions, it
was essential to understand the two basic types of inquiry and their design purposes. Research
questions that center on quantitative approaches answer causal, correlational, or comparative
FEMALE PURSUIT OF STEM IN IRELAND 82
problems of practice, while qualitative research explains problems of process, meaning and
description (Maxwell, 2013). The various data collection methods, team research approach, and
the timing of the data collection dictated a convergent parallel mixed-methods study (Creswell,
2014).
The convergent parallel mixed-methods design is useful when the researcher cannot
collect data over an extended period. The 8-day data collection window for this research
prohibited use of early quantitative surveys to create or revise qualitative interview protocols.
This research employed quantitative and qualitative methods in which data were collected
simultaneously, analyzed, and then compared to determine whether the findings mutually
confirm or disconfirm (Creswell, 2014). Mixed-methods research is preferable because it
minimizes the limitations of single-method research by providing a more sophisticated and
complex approach (Creswell, 2014). This study benefited from a mixed-methods design because
the design is both emergent and flexible, which allows for greater depth and richness in
examining perceptions and enactments (Merriam & Tisdell, 2016).
According to Glesne (2011), research is a political act involving resources, policy, power,
and ethics. Throughout the research process, the political context is generally limited to the
research site(s), the researcher’s relationships with the participants and sometimes with their
supervisors (as well as the researcher’s supervisors). Writing extends the complexity of research
politics because it invites in a third party (the reader) with all of the ramifications that inclusion
of this invisible but vital participant generates for both researcher and researched.
Quantitative Methods
Quantitative research design provides researchers with an efficient way to study large
sample sizes and yields objective results (Creswell, 2014). Quantitative data are an objective
FEMALE PURSUIT OF STEM IN IRELAND 83
measure that can be used to compare with other data that can be subjected to statistical methods
for collection and analysis. Quantitative data can be disseminated anonymously, which makes
participants more willing to join the study (Creswell, 2014). Perhaps the greatest benefit to
quantitative research is that it allows for the empirical investigation and verification of
observable phenomena (Creswell, 2014).
This study employed surveys to collect data from each stakeholder group in the study:
post-primary students, their parents, their teachers, and school administrators, education leaders,
political leaders, policymakers, and leaders of MNCs that provide FDI to Ireland. Survey data
were used alongside qualitative data to triangulate factors important for students’ acquisition of
21st-century skill through participation in science and technology fairs and pursuit of STEM
curricula. Qualitative data gathered via the interviews were coded for comparison with data
collected through quantitative means. The primary use of qualitative methods and, to a lesser
degree a quantitative approach, allowed the researcher to address the research questions based on
data collected from participants within context, thus providing understanding of the meanings
and processes of the Irish education system at DGS (Creswell, 2014).
Qualitative Methods
Qualitative research is designed to explain problems of process, meaning, and description
(Maxwell, 2013). The qualitative research questions in this study were designed to gain a holistic
understanding based on how individuals “interpret their experiences, construct their worlds, and
what meaning they attribute to their experiences” (Merriam & Tisdell, 2016, p. 6). The research
questions required interviews (i.e., talking to interviewees) to examine perceptions regarding the
influence of participation. Merriam and Tisdell (2016) suggested that researchers study things in
their natural setting, attempting to make sense of and interpret things in terms of the meaning
FEMALE PURSUIT OF STEM IN IRELAND 84
that the participants bring. The researcher is the primary instrument of data collection and
analysis, applying an inductive process and, upon interpretation and analysis, describing the data
in rich, descriptive terms (Merriam & Tisdell, 2016).
Creswell (2015) identified six steps to follow when conducting a research study: (a)
identification of the research problem or issue of study, (b) review of the literature, (c)
identification of the purpose of the study, (d) data collection, (e) data analysis, and (f) report of
the findings. According to Merriam and Tisdell (2016), a case study is an in-depth description
and analysis of a bounded system. This study followed Creswell’s process for conducting a case
study. The focus on DGS in Terenure, Ireland was the bounded system. This case study utilizes
two main qualitative sources of data collection: semistructured interviews with students, parents,
teachers, administrators, business leaders, educational policymakers, and political leaders; and
(b) observations of students and teachers in the classroom and at SciFest@College at the Cork
Institute of Technology.
Patton (2002) noted that interviews are conducted to obtain a meaningful understanding
of another person’s thoughts, feelings, opinions and perspectives, or to learn about the
unobservable. Creswell (2014) stated that observations document the difference between what
people say they do and what they actually do. Merriam and Tisdell (2016) claimed that
observations help to triangulate emergent findings when paired with interviews to substantiate
the researcher’s findings.
A conceptual framework supports the researcher in identifying similarities among
assumptions, beliefs, and theories that support and inform the research (Maxwell, 2013). The
research team approached this study using the following frameworks: (a) Friedman’s (2007)
globalization, (b) Spring’s (2015) globalization of education, (c) Wagner’s (2008) 21st-century
FEMALE PURSUIT OF STEM IN IRELAND 85
skills for learning, (d) Slough and Milam’s framework for the design of STEM and PBL,
(e) Bolman and Deal’s (2013) leadership theory, and (f) Acker’s (1987) feminist theory.
Feminist interview questions employed a feminist framework (Roulston, 2010). All other
interview questions and observations employed a neopositivist frame with the goal of asking
good questions and minimizing bias in order to generate good data (Roulston, 2010). Minimal
research exists regarding the interaction of the six framework employed in this study. An
interpretive mixed-method study allowed for a detailed exploration of potential manifestations
and provided in-depth, detailed meaningful information specifically on the impact of female
students’ participation in mathematics-based sciences post SciFest (Patton, 2002).
Research Team
Dr. Michael Escalante, Professor of Clinical Education at the USC Rossier School of
Education, led a team of 13 doctoral students studying the influence of globalization, leadership,
and SciFest on female students’ acquisition of 21st-century skills and their college and career
pursuit of STEM in Ireland. The team was comprised of K–12 public school district leaders in
the greater Los Angeles public school system with 6 to more than 30 years of experience who
have reached the levels of Director, Assistant Superintendent, Area Superintendent, or
Superintendent.
The team assembled in March 2017 and met monthly thereafter to collaborate, construct
research questions, present research literature, and determine conceptual frameworks that would
contribute to the study. Qualitative data collection was conducted in researcher pairs. Each
researcher was the primary researcher at his or her school and served as an assistant data
collector at the research partner’s school. Given the thematic approach in developing the study
questions and research design and the fact that this was the fourth such cohort pursuing closely
FEMALE PURSUIT OF STEM IN IRELAND 86
related veins of research, there will likely be significant similarities among the dissertations;
however, each researcher’s study is unique, based on the research collected at his or her
particular school site.
Sample and Population
Due to the limited 8-day time period of the study and the fact that the team conducted
research in a foreign land with no prior contact, a nonprobability purposeful and unique
convenience sample was used to select participants for the study (Patton, 2002). Participants
affiliated with DGS in Terenure, Ireland included post-primary students, their parents, teachers,
and administrators. The original study design was intended to include parents for quantitative
and qualitative portions of the study; however, because parental participation conflicted with
DGS school policy, they were excluded from the interview portion of the study. Business
leaders, educational leaders, and political leaders were selected from a much larger national pool.
The settings and participants were deliberately selected to provide information that was relevant
to the research study and that could not be obtained from other available sources (Maxwell,
2013). Sheila Porter, founder and CEO of SciFest, and George Porter, Chief Financial Officer of
SciFest, made initial contact with participants. The participants were selected based on their
ability to provide a detailed account of the conditions being studied. The research team
conducted monthly video teleconferences with Sheila and George Porter in which appropriate
settings for the study and participants were discussed. The research team created a contact list to
establish an interview participant list that ensured participation by education, business and
industry, and government leaders. Follow-up solicitations were made via email (Appendix A).
The researcher collected data at DGS, Terenure, a suburb of Dublin, Ireland. This school
is a voluntary secondary school with 760 female students from the surrounding community, with
FEMALE PURSUIT OF STEM IN IRELAND 87
some students traveling a significant distance to attend. Socioeconomically, students were
primarily “middle class,” but there is socioeconomic diversity within the school. DGS offers the
Junior Cycle, the Transition Year Program, the Leaving Certificate Applied, and Leaving
Certificate programs (Ireland DES, 2017). Beginning in their first year, students become
members of one of five houses. Students remain in the house with other house members
throughout their school career. The house structure contributes to students’ school identity and
provides an extended family within the school community. The houses meet at least twice a
month, as well as compete in sports and talent and quiz competitions with the other houses. The
researcher and another member of the research team visited the school for 2 days and conducted
interviews, observed classrooms, and administered surveys for triangulation.
Teachers and Administrators
The study examined the relationships among school site leadership, implementation of
STEM and PBL curriculum and instruction, and students’ development of 21st-century skills.
Principals and school leaders were selected to participate in the study based on their school site
location and the school’s participation in SciFest. Merriam and Tisdell (2016) stated that “in
purposeful sampling the researcher selects participants based on what the researcher wants to
discover, understand, and gain insight from, so the sample is based on the sources that will
furnish the most information” (p. 96). Principals and teachers provided practitioners’ views
regarding students’ development of 21st-century skills and how policy was enacted at the local
level to achieve a positive outcome. This approach provided rich and descriptive data and added
valuable insight.
FEMALE PURSUIT OF STEM IN IRELAND 88
Students
Students were the key participants in the study; data collection from this population was
critical. From April 16, 2018, through April 20, 2018, the research team traveled to Ireland and
collected data from students in their natural setting (i.e., their school site and SciFest@College).
These participants were chosen because they attended a school that participated in the SciFest
science fair and were thus expected to possess appropriate knowledge to address the research
questions (Merriam & Tisdell, 2016). The researchers also visited the regional SciFest science
fair competition SciFest@College at Cork Institute of Technology and gathered data from the
participants, including students, teachers, business leaders, and policymakers.
Business and Industry Leaders
Business and industry leaders were selected for participation in the study because they
worked for or were affiliated with MNCs that provided FDI to Ireland or they sponsored science
or technology fairs. The research team also selected business and industry leaders who
represented technology firms, as these are lead players in globalization and the KBE. The data
collected from these participants provided insight into the relationship between science and
technology fairs and development of 21st-century skills in post-primary level students,
particularly female students.
Political Leaders and Educational Policymakers
Political leaders and educational policymakers were purposefully selected based on their
willingness to participate and on recommendations made by Sheila and George Porter, as well as
through contacts made by members of the research team. According to Merriam and Tisdell
(2016), the most common form of sampling for qualitative research is purposeful in that persons
are selected deliberatively to provide information that is relevant to the researcher’s goals.
FEMALE PURSUIT OF STEM IN IRELAND 89
Ireland has made significant policy changes to address a shift to STEM and a PBL-based
curriculum and instructional strategies. The political leaders and educational policymakers who
participated in the study provided an understanding of policy and its perceived impact on
education.
Instrumentation
The instruments used to gather data for this study included five interview protocols, four
survey protocols, and two observation protocols. The instruments and protocols were developed
collaboratively at monthly cohort meetings. The research team also reviewed the work of prior
USC research teams that conducted similar research in Ireland and Costa Rica. All protocols
were finalized before departure to Ireland on April 12, 2018. All participants were contacted via
recruitment/consent correspondence (Appendix A). All research instruments were submitted on
February 22, 2018, to the USC Institutional Review Board (IRB) for approval; the IRB
application was approved on March 8, 2018, thus allowing the team to perform an exempt study
on human participants in Ireland, including secondary school minor students.
Interview Protocol
The interview protocol was created to align with the research design driven by the
perception and process-type questions, which dictated the qualitative nature of the research
project (Merriam & Tisdell, 2016). The interview questions were written with a semistructured
design that added the flexibility of an emergent process, which provided far greater depth and
richness than the 23 questions would provide on their own (Merriam & Tisdell, 2016). This
protocol and structure were utilized to ensure that adequate information would be obtained to
address the research questions during the data analysis phase of the study (Creswell, 2014).
Various types of questions were used, including hypothetical, devil’s advocate, ideal position,
FEMALE PURSUIT OF STEM IN IRELAND 90
and interpretive items (Merriam & Tisdell, 2016). Several iterations of the questions were
produced, utilizing the interview protocol template provided by Dr. A. Samkian (personal
communication, November 2017), and included input by classmates and direction by Professor
Samkian. Feedback resulted in the addition of several questions to deconstruct the interviewees’
understanding of 21st-century skills components of communication, collaboration, creativity, and
critical thinking.
Merriam and Tisdell (2016) suggested that capturing an audio record of the interviews
ensures that everything that is said is preserved. An audio recording also allows the interviewer
to review the responses multiple times as necessary (Merriam & Tisdell, 2016). The use of the
recording device was intentionally overt, as part of the informed consent process. Field notes
were employed to provide the researcher with the context of thoughts and ideas for additional
probes or questions outside of the interview protocol (Miles et al., 2014). Contextual notes
served to color the researcher’s understanding of the audio files during analysis (Bogdan &
Biklen, 2007).
The research team aligned the interview questions for policy and educational
policymakers, business and industry leaders, school leaders, teachers, and students (Appendices
B through F) with the research questions and the conceptual frameworks. On each interview
protocol, the questions were aligned in the following format: Section I, Questions 1–4 were
aligned with Research Question 1, which addressed how schools engaged in SciFest while
preparing students for the LCE. In this section, Question 1 was aligned with Bolman and Deal’s
(2013) framework on leadership and reframing organizations and Wagner’s (2008) framework
for 21st-century skills. Question 2 was aligned with Bolman and Deal’s (2013) framework for
leadership, Spring’s (2015) framework of global uniformity of coursework for a global economy,
FEMALE PURSUIT OF STEM IN IRELAND 91
and Wagner’s (2008) framework of globalization. Questions 3 and 4 were aligned with Acker’s
(1987) feminist theory and Slough and Milam’s (2013) framework for the design of STEM PBL.
Section II of the interview protocols had four questions to address Research Question 2.
All four questions in this section addressed how school leadership has influenced participation in
SciFest. The conceptual frameworks of Bolman and Deal (2013) and Wagner (2008) were used
to analyze the data produced from the interview questions in this section. Question 4 addressed
all six frameworks.
Section III of the interview protocol addressed Research Question 3. All four questions in
this section focused on participation in SciFest and how it has influenced female students’
interest in enrolling in senior-level and third-level STEM curriculum. Responses to each of the
four questions in this section were analyzed using the theoretical framework of feminist theory in
education (Acker, 1987). Questions 3 and 4 covered all six frameworks.
Section IV of the interview protocol addressed Research Question 4. All five questions in
this section focused on perceptions held by students, parents, teachers, administrators, civic
leaders, college and university professors, and representatives of MNCs regarding their
perceived value of student participation in SciFest. Questions 1 and 3 covered all six
frameworks; Question 5 applied only to parents of student participants and included all six
frameworks. The alignment of the interview questions to the research questions is summarized in
Table 1.
Observation Protocol
Observations are best suited to examine and validate processes. Observations put the
researcher in the unique position to identify practices, process, or issues that have become
routine to participants; they add depth and value to the study (Merriam & Tisdell, 2016).
FEMALE PURSUIT OF STEM IN IRELAND 92
Table 1

Alignment of Interview Protocols to Research Questions (RQs) and Theoretical Frameworks

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

Section I
1 x * * *
2 x * * * *
3 x * * * * *
4 x * * * * *

Section II
1 x * * *
2 x * * *
3 x * * * *
4 x * * * * * *

Section III
1 x * * *
2 x * * * *
3 x * * * * * *
4 x * * * * * *

Section IV
1 x * * * * * *
2 x * * * *
3 x * * * * * *
4 x * * * *

Observations traditionally take place in the natural setting most familiar to the target being
observed and lead to the most authentic interaction (Merriam & Tisdell, 2016). Added benefits of
observations are found in the qualitative research design process, as it allows post-observation
follow-up interviews to gain greater understanding from observation findings that were not part
of the quantitative research process. Agee (2009) pointed out “our questions change during the
process of research to reflect an increased understanding of the problem” (Creswell, 2014, p. 43,
as cited in Agee, 2009, p. 432). Agee (2009) acknowledged the evolving nature of questions in
FEMALE PURSUIT OF STEM IN IRELAND 93
the qualitative research process and noted that depth and richness can be increased through the
evolution of the process itself. Observation notes were a combination of hand-drawn room
layouts and notes typed directly into a Word document. The researcher created field notes that
comprised a rich narrative that included descriptions of the setting, the people, and the activities,
in addition to the researcher’s thoughts (Maxwell, 2013). The researcher was an overt observer.
An observation protocol was developed to assist in data collection in two environments,
DGS and SciFest@College at Cork Institute of Technology. According to Stringer (2007),
researchers “acquire a record of important elements of the life-world of the participants, and that
they should record these notes during or soon after events have occurred” (p. 76). Bogdan and
Biklen (2007) asserted the need for field notes to be descriptive and well organized. The
observation protocols for this study were designed to be flexible for use by all research team
members during classroom observations (Appendix G). A second observation tool was designed
to observe the activities at the SciFest STEM fair at Cork Institute of Technology (Appendix H).
Both observation protocols aligned to and were guided by previously discussed
theoretical frameworks to ensure that all required elements of the research questions were
addressed. The first section of the observation protocol was designed to allow the researcher to
gather basic information about the setting and location and provide a physical description of the
location, an overview of the lesson, and materials used. The conceptual frameworks by Wagner
(2008) and Slough and Milam (2013) were utilized as guides for the research team to focus on
the seven skills for 21st-century learning and STEM PBL. The third section contains eight
reflective questions for the classroom observation protocol and seven questions for the
SciFest@College observation protocol that related to the four research questions.
FEMALE PURSUIT OF STEM IN IRELAND 94
Survey Protocol
Fink (2013) described surveys as “information collection methods used to describe,
compare, or explain individual and societal knowledge, feelings, values, preferences and
behaviors” (p. 2). The research team developed quantitative surveys that were distributed to
school leaders and teachers (Appendix I), political and business leaders and policy makers
(Appendix J), parents of Senior Cycle students (Appendix K), and students (Appendix L). The
survey questions were aligned with the study’s research questions and formatted using a 6-point
Likert-type response scale (SA = Strongly Agree, A = Agree, N = Neutral, D = Disagree, SD =
Strongly Disagree, DK = Don’t Know). The survey items targeted each participant group to
enable the researcher to acquire the best possible responses to address the research questions: six
items for Research Question 1, five items for Research Question 2, eight items for Research
Question 3, and six items for Research Question 4. In developing the survey questions, the
following characteristics were taken into consideration to develop clear and valid items: Jargon
was avoided, standard grammar and syntax were used, and items were kept concrete and close to
the participants’ experience (Fink, 2013).
The following alignment was used for all survey items: Items 1–6 aligned with Research
Question 1, Items 7–11 aligned with Research Question 2, Items 12–20 aligned with Research
Question 3, and Items 21–26 aligned with Research Question 4. Table 2 summarizes the
alignment of the survey items to the research questions and the six frameworks. Table 2
illustrates how many of the survey items aligned with multiple frameworks: Acker’s (1987)
feminist theory, Bolman and Deal’s (2013) leadership, Friedman’s (2007) and Spring’s (2015)
examination of globalization, Slough and Milam’s (2013) STEM education via PBL, and
Wagner’s (2008) focus on 21st-century learning skills.
FEMALE PURSUIT OF STEM IN IRELAND 95
Table 2

Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

1 x * * *
2 x * * * *
3 x * * * * *
4 x * * * * *
5 x * * * *
6 x x * * * * * *
7 x * * * * * *
8 x * * * * * *
9 x * *
10 x * * * *
11 x * * * *
12 x * * * *
13 x x * * * *
14 x * * *
15 x * * * * *
16 x * * *
17 x * * * * *
18 x * * * * * *
19 x * * * * *
20 x * * * * * *
21 x * * * * *
22 x * * * * *
23 x * * * * *
24 x * * * *
25 x * * * * *
26 x * * * * *

Data Collection
Data were collected in Dublin, Ireland, and vicinity from April 13 through April 19 and
in Cork from April 20 to April 22, 2018. Multiple sources were utilized to capture data,
including face-to-face interviews, classroom observations, and administration of surveys at
FEMALE PURSUIT OF STEM IN IRELAND 96
various sites to ensure that enough information is obtained to address the research questions
(Merriam & Tisdell 2016). According to Creswell (2014), the ability to collect data in the
participants’ natural location is an advantage of using qualitative methods in research. The
researcher corresponded via email and phone with the participants to outline the request for
participation and the process. The correspondence included an extensive explanation of
confidentiality and informed consent (Rubin & Rubin, 2012). Informed consent was obtained for
both interviews and observations. During the actual interviews, consent was obtained again and
captured via audio recording. At each point, respondents were informed of the allowance and
appropriateness of revoking consent, in part or in total, at any point during their participation in
the project (Glesne, 2011; Patton, 2002; Rubin & Rubin, 2011). As part of the data collection
process, participants were provided with a consent form that described the purpose and
confidential nature of the study (Appendix M). While the researchers did not obtain signed
consent, consent was confirmed multiple times verbally and typically captured on audio
recordings. All interviews were recorded with participants’ permission and transcribed following
the interviews (Merriam & Tisdell, 2016). The researchers took field notes during the interviews
to capture salient information and researcher observations.
Observations were conducted at school sites and at the SciFest@College at the Cork
Institute of Technology. Each classroom observation lasted approximately 30 minutes, as
recommended by Bogdan and Biklen (2007). Observations at the SciFest@College at the Cork
Institute of Technology occurred over the duration of the science fair competition on April 20,
2018.
Surveys were administered during SciFest@College at the Cork Institute of Technology
as well as via email in advance of the study visit and via paper surveys at school sites during the
FEMALE PURSUIT OF STEM IN IRELAND 97
study visit. Surveys were administered using a hyperlink or QR code via email, in classrooms,
and at other locations convenient to the survey taker. In-person surveys were collected
immediately upon completion to increase the rate of response, then hand entered into the
Qualtrics
©
survey tool by the entire research team at the end of each day. The observation and
survey protocols were used to triangulate the data and to address the research questions
(Creswell, 2014).
The research team worked in pairs to interview students and school site participants and
to conduct observations. Each researcher focused on one school as a primary study site but had
access to data from all research team members. The individual school site data were analyzed to
address the research questions and then compared to the shared data for all 13 school sites.
Access to participants in this study was facilitated through contacts in Ireland, primarily Sheila
and George Porter of SciFest. The Porters made initial contact with school site participants and
government and business officials. After participants expressed interest, each research team pair
contacted its respective school site via email to confirm participation.
Data Analysis
The data collected in this convergent parallel mixed-methods study generated two
databases to be analyzed. Quantitative data were collected and analyzed using Qualtrics;
qualitative data were coded using ATLAS.ti version 8.3.16. According to Corbin and Strauss
(2008), data analysis is a process of examining collected information to understand what people
said and what the researcher observed. Collected data were sorted and maintained in an online
database for effective management (Merriam & Tisdell 2016). Following this process, the
researcher reviewed and coded the data. Creswell (2014) advised that it is essential to code data
into categories to create easily recognizable chunks of information that will produce emerging
FEMALE PURSUIT OF STEM IN IRELAND 98
themes. The analysis of the interview and observation datasets followed the process outlined by
Creswell (2015) to categorize empirical codes, using four steps:
1. Identifying initial categories based on the reading of the transcripts;
2. Writing codes alongside the transcripts;
3. Reviewing the list of codes, revising the list of categories and deciding which codes
should appear in which category; and
4. Looking for themes and findings in each category. Empirical codes are used in
inductive processes and are derived while reading through the data as points of
importance and commonality are identified. (p. 244)
A preliminary code list was developed using a priori codes identified by the research
team; the codes were identified in a first reading of the transcribed data from recurring
categories. The principle of commonality, as defined by Harding (2013), guided decisions
regarding what to code. Coded data from surveys, observations, and interviews were used to
identify themes in response to research questions. Separately, a frequency analysis of
quantitative survey data produced themes in response to research questions (Boone & Boone,
2012). Boone and Boone (2012) stated that “data analysis decision for Likert items is usually
made at the questionnaire development stage. . . . If your Likert questions are unique and stand-
alone, then analyze them as Likert-type items. Modes, medians, and frequencies are the
appropriate” (p. 3). The two sets of data were analyzed separately and then compared. All coded
data from each unique school site were shared in a secure database and accessible for
comparative purposes. The database included all surveys and interviews from students, teachers,
parents, administrators, business and industry leaders, political leaders, and educational
policymakers.
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Credibility and Trustworthiness
According to Merriam and Tisdell (2016), qualitative research can never capture an
objective truth, but there are strategies that one can use to increase the credibility of findings. In
this study, the researcher used the following strategies to ensure trustworthiness and credibility:
triangulation and reflexivity. The data were triangulated by using survey, observation, and
interview data sources and crosschecking the data collected from these transcripts. The
researcher also used reflexivity to ensure credibility. Reflexivity is the process of reflecting
critically on the self as researcher, the human as instrument (Merriam & Tisdell 2016). When
possible, the researcher used member checks (i.e., follow-ups with the participant after initial
data collection). Merriam and Tisdell (2016) identified member checks as an important strategy
to ensure credibility of collected data and, thereby, the findings of the study. Acknowledgment of
and focus on researcher bias assisted in minimizing its impact on the validity of the study.
Reliability
According to Merriam and Tisdell (2016), reliability is “the extent to which research
findings can be replicated” (p. 220). To ensure reliability, the researcher completed the following
steps as suggested by Merriam and Tisdell (2016):
1. analyzed transcripts to ensure that they were accurately transcribed;
2. analyzed identified codes to ensure uniformity and consistent definitions;
3. communicated effectively with research team members to document and share analysis
of data; and
4. cross-checked codes developed by other research team members for accuracy. (p. 244)
These procedures were adhered to in order to ensure that the findings could be replicated and are
transferable to other studies and settings, which helped to ensure reliability.
FEMALE PURSUIT OF STEM IN IRELAND 100
Ethical Considerations
According to Merriam and Tisdell (2016), the “validity and reliability of the study
depend upon the ethics of the investigator” (p. 260). The researcher’s rigorous approach and
thinking are necessary for an ethical research engagement. Furthermore, Merriam and Tisdell
(2016) asserted that researchers must protect participants from harm, protect their right to
privacy, obtain consent, and avoid deception. A requirement prior to conducting research at USC
is for all members of the research team (led by the primary investigator, Dr. Michael Escalante)
to complete the IRB process, which includes completion of the Collaborative IRB Training
Initiative (CITI), including a minimum of six online modules that address ethical considerations
associated with conducting research in the social sciences. Special focus was given to modules
that included research with minors and research ethics. Upon completion of the training and
approval of the IRB application, the researcher and other members of the team were approved to
conduct the research study. As there was no risk of harm to participants, Rose Ann Fleming
approved the Exempt IRB application #UP-18-00119 on March 8, 2018.
Interview data were collected utilizing two methods: audio recording and field notes.
Merriam and Tisdell (2016) stated that capturing audio via an audio recording device is
recommended, as this approach ensures that everything that is said is preserved. The use of the
device was intentionally overt, as part of the informed consent process. Each participant in the
study received a detailed email or printed request to participate in the study that included an
extensive explanation of confidentiality, the research topic, and questions, as well as informed
consent (Rubin & Rubin, 2012). Informed consent was obtained when scheduling the initial
meeting, then again when meeting face to face, before audio recording the interview, and again
on the audio-recorded interview so that participants repeatedly reconfirmed consent. For adult
FEMALE PURSUIT OF STEM IN IRELAND 101
participants, upon meeting face to face but before starting the interview, participants received
Appendix M, which outlined the study, rules, permissions, and opt-out information. For minor
participants, upon meeting face to face but before starting the interview, participants received
Appendix M. At each point, participants were informed of the allowance and appropriateness of
revoking consent, in portion or total, at any point during participation in the project (Glesne,
1999; Patton, 2002; Rubin & Rubin, 2012).
In order to ensure the privacy of participants, steps were taken to protect the anonymity
of each individual. At the beginning of each recorded interview, the researcher restated the
purpose of the interview and de-identified the respondent by introducing that person as
“Respondent X” or “Student #” to match to a separately coded list and ensure that each
participant could not be identified on the transcript of the interview. The coded list with each
participant’s name and title was kept on a password-protected and encrypted network separate
from the interview transcripts, notes, and audio files.
Chapter Summary
This chapter described the research methods used in conducting the convergent parallel
mixed-method case study, including use of multiple data sources and participants representing
divergent viewpoints to triangulate data to confirm, cross-validate, and corroborate findings
(Creswell, 2014). A description of the research design, research team, sample and population,
instrumentation, and data collection, and data analysis was included.
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CHAPTER 4: RESULTS
Ireland has become the zenith of reinvention as it has transformed from the poorest
country in Western Europe to the Celtic Tiger, only to suffer disproportionately in the recession
of 2007-2008, and now finds itself labeled the Celtic Phoenix today (Dorgan, 2006; Fanning &
Munck, 2016; O’Hagan & Newman, 2014). Ireland is a unique example of a country that
embraced globalization and leveraged the economic drivers that MNCs bring to a country with a
properly managed FDI program. MacGuill (2016) wrote that Ireland has been and remains one of
the top most globalized countries in the world. However, the conditions for a successful
economy do not happen by chance; they involve building a platform and creating conditions for
innovation and investment, which starts with education.
Thurow (2000) posited that Ireland became a platform builder and invested in
infrastructure, education, and research and development to allow its citizens the opportunity to
earn a higher standard of living. “In just 15 years, Ireland went from Britain’s ex-colony on the
European periphery to the epitome of neo-liberal globalization” (Fanning & Munck, 2016, p.
xix). In response to declining economic conditions, Ireland created a national 5-year strategy,
Innovation 2020, which recognized that the availability and quality of Ireland’s graduates are
essential for Ireland to maintain its attractiveness for FDI (Interdepartmental Committee on
Science, Technology, and Innovation, 2015). The findings from this study identified needed
changes in Irish STEM education policy that focused on the integration of 21st-century skills and
increased female participation in STEM-related classes and jobs.
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, leadership practices, and female students’ participation in the SciFest science fair
FEMALE PURSUIT OF STEM IN IRELAND 103
competition. The study examined how school leadership influences student participation in
SciFest while preparing students for the LCE. The study also investigated how SciFest influences
female students’ interest in STEM courses and stakeholders’ perceptions of SciFest’s value in
preparing students to compete in the 21st-century workforce.
This chapter presents the results, findings, and discussion from the data collected and
analyzed in the study. Four research questions were developed to guide the study:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
This study builds on several prior studies that established solid links among globalization,
MNCs, and FDI and Irish educational policies that promote students’ acquisition of 21st-century
skills by employing PBL as a platform from which students pursue studies in STEM. This study
expands on the prior frameworks and is located at the rather busy intersection of globalization of
education (Friedman, 2007; Spring, 2015), STEM via PBL (Slough & Milam, 2013), and 21st-
century skills (Wagner, 2008), while adding leadership (Bolman & Deal, 2013) and feminist
theory (Acker, 1987). The goal was to examine how female students engage in and pursue
STEM from Senior Cycle to career as essential to achieving Ireland’s goal to move up the value
chain, further into the KBE.
Significant prior research exists regarding the influence of globalization (Friedman,
2007) on the Irish education system and the country’s journey toward globalization of its
FEMALE PURSUIT OF STEM IN IRELAND 104
education system and educational policies (Spring, 2008). Limited research exists regarding the
influence of SciFest and other science fairs on students’ development of 21st-century skills;
however, studies on PBL and STEM, which form the foundation of the science fair competition
experience, have shown a strong linkage in the development of 21st-century skills (Slough &
Milam, 2013; Wagner, 2008). The low numbers of female participants in mathematics-based
sciences warrant an understanding of the drivers and power structures that perpetuate this
imbalance (Acker, 1987). Leadership has been shown to be a powerful influencer in education;
however, as with all leadership challenges, seeing the problem through the correct leadership
lens is essential (Bolman & Deal, 2013). Responses to individual research questions facilitated
triangulation of findings and results from surveys, interviews, and observations that were coded
to develop themes (Creswell, 2015).
This study primarily examined DGS in Terenure, Ireland, a southwestern suburb of
Dublin. Founded in 1953, DGS is an all-female, voluntary secondary school with 760 students
predominantly from the surrounding community; however, some students travel a significant
distance to attend. Socioeconomically, students and their families span the economic spectrum,
although most are considered middle class. DGS offers the Junior Cycle, a mandatory Transition
Year program, the Senior Cycle, Leaving Certificate Applied, and Leaving Certificate programs
(Ireland DES, 2017). Beginning in the first year, according to the school’s website, students are
assigned to one of five houses and remain in the house with other house members throughout
their school career. The house structure contributes to students’ school identity and provides an
extended family within the school community. The school strives to help each pupil attain her
full potential and graduate with moral integrity and a heightened sense of social conscience.
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This chapter begins with an overview of the research design, study participants, and data
analysis, followed by a discussion of the results and findings of the study related to the four
research questions. Themes were developed to make connections between the literature and data
and include supporting data from surveys, interviews, and observations to triangulate results
(Merriam & Tisdell, 2016).
Research Design
The research team for the study was composed of 13 doctoral students from USC’s
Rossier School of Education as a thematic cohort led by Dr. Michael Escalante, Professor of
Clinical Education. The cohort was named the Second Superintendent’s Cohort and was
comprised of K–12 public school district leaders in the greater Los Angeles public school
systems with 6 to more than 30 years of experience; these individuals had reached the levels of
Director, Assistant Superintendent, Area Superintendent, or Superintendent. Dr. Escalante
coordinated various meetings of the research team whereby research questions and protocols for
the study were co-created. Co-created instruments included survey protocols, observation
protocols, and interview protocols, in addition to the notice of study, parent letters, and letters to
schools. The initial literature review based on themes from the past two studies was divided
among the cohort members, allowing for collaborative agreement on conceptual frameworks and
a much broader exploration of topics and potential linkages than would be possible for a sole
researcher in the period of the research plan.
The thematic cohort also leveraged prior research led by Dr. Escalante, which shaped the
underpinnings of this research. Earlier research focused heavily on globalization and the impact
of FDI on educational policy across borders. MNCs often drive demand for workers who possess
21st-century skills, consequently prompting shifts in local educational policies and classroom
FEMALE PURSUIT OF STEM IN IRELAND 106
instruction to meet the demands of the new, higher-skilled jobs. From this work grew an interest
in the linkages of science fair competitions as a means to increase students’ pursuit of STEM-
related career fields and acquisition of 21st-century skills. This research expands on the prior
work and adds the theoretical frameworks of leadership and feminist theory in response to
Ireland’s STEM Education Policy Statement: 2017-2026. The thematic group approach resulted
in many similarities among the dissertations completed by the group. However, the dissertations
are individually written and are differentiated by each researcher’s distinctive interpretation and
understanding of the underlying literature review materials and the unique data collected from
the researcher’s assigned school site.
The study employs a convergent parallel mixed-methods design, which is useful when
the researcher cannot collect data over an extended period. The 8-day data collection window for
this research prohibited the use of early quantitative surveys to create or revise qualitative
interview protocols. This research employed quantitative and qualitative methods in which data
were collected simultaneously, analyzed, and then compared to determine whether the findings
mutually confirmed or disconfirmed (Creswell, 2014). Mixed-methods research was preferable
because it minimizes the limitations of single-method research by providing a more sophisticated
and complex approach, which allows for greater depth and richness in examining perceptions
while remaining emergent and flexible (Creswell, 2014; Merriam & Tisdell, 2016). Quantitative
data were collected via surveys that were administered electronically and via paper instruments
during school site visits. Qualitative data collection was conducted in researcher pairs. Each
researcher was the primary researcher at his or her school and served as an assistant data
collector at the research partner’s school.
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The research group gained access to relevant stakeholder groups through Sheila Porter,
founder and CEO of SciFest, and George Porter, Chief Financial Officer (CFO) of SciFest.
Starting in April 2017, the cohort held monthly research meetings via Skype leading up to the
research study visit in April 2018. The meetings served to coordinate data collection procedures,
scheduling for data collection, and school site selection for all members of the research team.
Knowledge sharing on local customs and acceptable norms was included to increase researchers’
efficacy throughout the engagement process. Once schools were matched with individual
researchers, introductions were made. Each researcher was responsible for coordinating with a
lead teacher to obtain all required school site approvals and to schedule site-based data collection
during the study window. This study utilized surveys, interviews, and observations across broad
stakeholder groups, including post-primary students, teachers, school administrators, parents,
business leaders, educational policymakers, and political leaders, to determine the influence of
globalization, leadership, and SciFest on female students’ acquisition of 21st-century skills and
college and career pursuit of STEM majors and careers in Ireland.
Participants
Due to the limited 8-day period of the study and the fact that the team conducted research
in a foreign land with no prior physical contact, a nonprobability purposeful and unique
convenience sample was used to select participants for the study (Patton, 2002). Participants
affiliated with DGS in Terenure, Ireland, included post-primary students, teachers, parents, and
administrators. The original study design was intended to include parents for quantitative and
qualitative portions of the study, but direct parent contact conflicted with DGS school policy;
therefore, parents were allowed to complete online surveys but were excluded from the interview
portion of the study. Business leaders, educational leaders, and political leaders were selected
FEMALE PURSUIT OF STEM IN IRELAND 108
from a much larger national pool with access or willingness to meet in Dublin or Cork. The
settings and participants were deliberately selected to provide information relevant to the
research study that could not be obtained from other available sources (Maxwell, 2013; Merriam
& Tisdell, 2016). Participants’ names affiliated with students, parents, teachers, administrators,
and the school name were excluded from the study and replaced by descriptive pseudonyms
under the parameters of the exempt IRB #UP-18-00119 approved on March 8, 2018.
Table 3 provides a summary of participants of the study who took part in surveys and/or
interviews. Completion of both instruments was not a requirement. The IRB limitation regarding
collection of personally identifiable data prevented any analysis regarding participants who
completed both survey and interviews as a population of the study. Observations are not listed in
Table 3, but observation data were used to support emerging themes in the qualitative section
findings.
Students and Parents
The researcher and assistant conducted surveys, interviews, and observations from
April 17 to April 18, 2018, at DGS. Observations of two active laboratory science classes were
completed. Interviews with nine students who competed in the SciFest science fair competition
at DGS were conducted. The interviewed students were all in Years 4 and 5 of their 6-year
academic secondary school program at the time of interview. Additional observations were
conducted at SciFest@College competition at the Cork Institute of Technology on April 20,
2018. While the students observed at SciFest@College were not DGS students, observations
were completed to gather data on the impact of science and technology fairs on students’ interest
in STEM fields, their acquisition of 21st-century skills, and how participation might influence
future college-career plans to pursue STEM. Observational data gathered at SciFest@College
FEMALE PURSUIT OF STEM IN IRELAND 109
Table 3

Summary of Participants, Their Organization/Position, and Data Type

Participant(s) Organization/position(s) Data type(s)

Students
9 students Dublin Girl’s School Interviews
135 students Dublin Girl’s School Surveys
1,295 students All schools in the study Surveys/ Interviews

Parents
0 parents Dublin Girl’s School Interviews
15 parents Dublin Girl’s School Surveys
76 parents All schools in the study Surveys/ Interviews

Teachers/administrators
3 teachers / 3 administrators Dublin Girl’s School Interviews
6 teachers / 2 administrators Dublin Girl’s School Surveys
92 teachers/administrators All schools in the study Surveys Interviews

Business and educational leaders/
policy makers: 12 Various organizations Surveys/ Interviews

was coded and shared by all members of the cohort in order to compare and contrast findings
from student responses at each researcher’s assigned school.
The original study design included parent participants of students who competed in
SciFest, or any other science fair competitions in order to measure parent perceptions via survey
and interview questions that would then be compared to student perceptions. DGS’s policy
against direct researcher contact with parents prevented parent inclusion in qualitative interviews
and limited parent participation to online surveys. Parent survey counts are included in Table 3.
Teachers and Administrators
The study examined the relationships among school site leadership, implementation of
STEM and PBL curriculum and instruction, and development of 21st-century skills. Principals
FEMALE PURSUIT OF STEM IN IRELAND 110
and school leaders were selected to participate in the study based on their school site location and
the school’s participation in science and technology fairs, specifically SciFest. Merriam and
Tisdell (2016) stated that “in purposeful sampling the researcher selects participants based on
what the researcher wants to discover, understand, and gain insight from, so the sample is based
on the sources that will furnish the most information” (p. 96).
Principals and teachers provide practitioners’ views regarding student development of
21st-century skills and how policy enacted at the local level can achieve a positive outcome. At
DGS, six teachers and two administrators completed surveys. Two teachers, one counselor, and
three administrators were selected for interviews. Due to DGS’s large student population, it has
three administrators, two of whom completed both the survey and interview. The principal of the
school started her career as a science teacher and demonstrated a sincere passion for her subject
matter, reflected throughout the school. Teachers selected for survey and interview were all
practitioners in the areas of science and technology. The counselor selected for survey and
interview was a gatekeeper to the specified STEM curriculum. Survey and interview data for
DGS teachers and administrators were coded and shared with the cohort for comparison. Teacher
and administrator surveys and interviews collected from other team members assigned to other
schools were shared to assist all cohort researchers in comparing teacher and administrator
responses. Comparison allowed the researcher to identify emergent themes in the data (Maxwell,
2013).
Business and Industry Leaders
Business and industry leaders were purposefully selected for participation in the study
due to their work for MNCs that provide FDI in Ireland or if their company sponsored science or
technology fairs. The research team also selected business and industry leaders who represented
FEMALE PURSUIT OF STEM IN IRELAND 111
technology firms, as these are lead players in globalization and the KBE in Ireland. The data
collected from these participants provided insight into the relationship between science and
technology fairs and development of 21st-century skills in post-primary-level students,
particularly female students. Nineteen business and industry leaders were interviewed and
surveyed. Contact to this broad representative groups required connections by Sheila and George
Porter, founder-CEO and CFO, respectively, of SciFest, as well as several members of the
research cohort. All research cohort members interviewed at least one business or industry
leader, and some interviewed several. Data collected from each interview were coded by the
interviewer and shared with the cohort to support possible emergent themes (Maxwell, 2013).
Political Leaders and Educational Policymakers
Ireland has made significant policy changes to address a shift to STEM and PBL-based
curriculum and instructional strategies to meet the current demand by companies that supply
FDI. The research team interviewed 12 political leaders and educational policymakers,
purposefully selected based on their willingness to participate and drawn from the top of their
fields. Many of these political leaders and educational policymakers are seen as collectively
responsible for the Irish educational system’s STEM educational policy evolution. They included
senior leaders at the Department of Ministry and Skills, Trinity College, Dublin City University,
Cork Institute of Technology, Lord Mayor of Dublin, Science Foundation Ireland, National
Council for Curriculum and Assessment, and the Center for Advancement of STEM Teaching
and Learning (CASTel). The research team divided into teams of two or three researchers and
traveled to locations convenient to study participants to conduct interviews. Most of the team
opted to interview the Lord Mayor of Dublin and the entire research team participated in the
interview of Minister of State for Higher Education Mary Mitchel O’Connor, T.D. The Tánaiste,
FEMALE PURSUIT OF STEM IN IRELAND 112
Simon Coveney, the deputy head of government of Ireland and thus its second-most senior
officer, graciously agreed to an interview during SciFest@College at the Cork Institute of
Technology but, due to security concerns, only one researcher conducted and recorded the
interview and shared the recording and transcription with the team. Data collected from
interviews with political leaders and educational policymakers were shared with each team
member to develop and support emerging themes.
Data Analysis
The data collected in this convergent parallel mixed-methods study were compiled into
two databases to be analyzed in an effort to address the study’s four research questions.
Quantitative data were collected and analyzed using QualTrics™, while qualitative data were
coded using ATLAS.ti™ version 8.3.16. According to Corbin and Strauss (2008), data analysis
is a process of examining collected information to understand what people said and what the
researcher observed. Collected data were sorted and maintained in an online database for
effective management (Merriam & Tisdell 2016). Following this process, the researcher
reviewed and coded the data from surveys, observations, and interviews. Creswell (2014)
advised that it is essential to code data into categories to create easily recognizable chunks of
information that will identify emerging themes. The analysis of the interview and observation
qualitative datasets followed the process outlined by Creswell (2015) to categorize empirical
codes, using four steps:
1. Identifying initial categories based on the reading of the transcripts;
2. writing codes alongside the transcripts;
3. reviewing the list of codes, revising the list of categories and deciding which
codes should appear in which category; and
FEMALE PURSUIT OF STEM IN IRELAND 113
4. looking for themes and findings in each category. Empirical codes are used in
inductive processes and are derived while reading through the data as points of
importance and commonality are identified. (p. 244)
A preliminary code list was developed using a priori codes identified by the research
team; the codes were identified in a first reading of the transcribed data from recurring
categories. The principle of commonality, as defined by Harding (2013), guided decisions
regarding what to code. Coded data from observations and interviews were used to identify
themes in response to research questions. Each researcher used data collected from their assigned
school, plus commonly shared data among research team members, which included surveys and
interviews with business leaders, political leaders and policymakers.
A frequency analysis of quantitative survey data gathered using QualTrics (web-based
survey and analysis program) produced themes related to the research questions (Boone &
Boone, 2012). “Data analysis decision for Likert items is usually made at the questionnaire
development stage. . . . If your Likert questions are unique and stand-alone, then analyze them as
Likert-type items. Modes, medians, and frequencies are the appropriate” (Boone & Boone, 2012,
p. 3). The qualitative and quantitative data analyses described above were applied to all surveys
(Appendices I-L), observations (Appendices G-H ), and interviews (Appendices B-F) from
students, teachers, parents, administrators, business and industry leaders, and political leaders
and educational policymakers. All coded data from each unique school site were shared in a
secure database and accessible for comparative purposes. Themes developed from all data sets
were used to understand the influence of globalization, leadership, and science and technology
fairs on female acquisition of 21st-century skills and their college-career pursuit of STEM
majors and careers as seen at DGS. Data from surveys, interviews, and observations, this case
FEMALE PURSUIT OF STEM IN IRELAND 114
study of DGS (secondary all-girls school serving students in Years 6 through 12) were examined
to compare and contrast results from 12 other secondary Irish schools.
The following analysis includes 11 themes that emerged in response to the four research
questions across all data sources. For Research Question 1, How do schools engage in SciFest
while preparing students for the LCE? the themes were that (a) DGS stakeholders agreed that
teachers and administrators positively influence participation in SciFest, and (b) there was
significant variance in the claim that teachers and school leadership encourage participation in
SciFest in order to support student success on state examinations.
For Research Question 2, How does school leadership influence participation in SciFest?
the themes were that (a) stakeholders generally agreed that school leadership was a positive
influence on SciFest at their school, (b) DGS students perceived that school leadership does not
allocate adequate resources to participate in SciFest when compared to other stakeholders or
peers at similar schools, and (c) stakeholders generally did not agree that school leadership
effectively engages in or communicates a shared vision for SciFest competitions at their school.
For Research Question 3, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? the themes were that (a)
parents, teachers, administrators, and policymakers overestimated the impact of SciFest
participation on female students’ continued pursuit of STEM courses and careers but saw age as
a major factor, (b) students lacked role models who might positively influence female students’
interest in pursuit of STEM courses and careers, and (c) female participants in SciFest agreed
that they showed lower avoidance of mathematics-based or technology-based content, while
other stakeholders were unsure.
FEMALE PURSUIT OF STEM IN IRELAND 115
For Research Question 4, What perceptions do teachers, principals, parents, students,
civic leaders, college/ university professors, and MNCs have regarding the value of student
participation in SciFest? the themes were that (a) stakeholders strongly agreed that students
benefit from participation in SciFest; (b) while students’ perceptions varied, most stakeholders
agreed that participation in science fair competitions, such as SciFest, help students to develop
21st-century skills, and (c) students and parents did not link participation in science fair
competitions to career success in the same way that teachers, administrators, business leaders,
educators and policymakers did.
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing students
for the state exams? This research question was intended to yield information that could identify
steps that schools could take to allow meaningful participation in science fair competitions,
particularly in the Senior Cycle, while acknowledging the LCE as a competing priority for
students (Holton, 2017; King, 2017). The terms state examinations and Leaving Certificate
Examination are used interchangeably throughout this chapter to draw attention to the competing
interests stated above. Examination of data from surveys, interviews, and observations with
stakeholder groups (students, parents, teachers and administrators, business leaders, and
policymakers) produced two major themes: (a) Stakeholders agreed that teachers and
administrators positively influence participation in SciFest, and (b) stakeholders held a wide
range of opinions about whether students are encouraged to participate in SciFest to prepare for
state examinations.
Darling-Hammond (2010) stated that the mission of education is to create a society that
may respond competently to the changing needs of society. The noted conflicting interests
FEMALE PURSUIT OF STEM IN IRELAND 116
between the need for students to develop 21st-century skills as a national priority for continued
economic competitiveness and the existing university admissions system tied to the LCE results
put the two priorities at odds. Ireland is a small, open economy that relies heavily on external
demand from international markets and FDI to sustain growth and economic renewal and
development (IDA Ireland, 2015). The quality of the education system is critical for
development of talent as the key differentiator for winning FDI (Interdepartmental Committee on
Science, Technology, and Innovation, 2015). Ireland has staked its economic future on
development of human capital in STEM and related activities. Ireland’s national 5-year strategy,
Innovation 2020, states that the availability and quality of Ireland’s graduates are essential for
Ireland to maintain its attractiveness for FDI (Interdepartmental Committee on Science,
Technology, and Innovation, 2015). The findings from this study identified needed changes in
Irish STEM education policy that focuses on the integration of 21st-century skills. O’Hagan and
Newman (2014) stated that Ireland has demonstrated its commitment to developing 21st-century
skills by training teachers to impart these skills through use of PBL since 1999. Science fairs,
such as SciFest, present an opportunity for Irish students at the post-primary level to experience
STEM education and PBL before completing their second-level studies.
Spring (2008) wrote that countries move up the value chain, eventually moving into the
KBE, where wealth is tied to knowledge workers and ultimately to the education system. The
KBE requires efficient application of technology and willingness and ability to learn new things
(Spring, 2008). Spring approached globalization and education not from a comparative lens
perspective but as a new vein of research that involves the study of intertwined worldwide
discourses, processes, and institutions affecting local educational practices and policies. Daggett
and Pedinotti (2005) wrote that countries with higher economic growth rates have focused their
FEMALE PURSUIT OF STEM IN IRELAND 117
educational systems on science and leadership. Countries such as China and India, which have
maintained a focus on science and leadership for more than two decades, now rival and even
surpass the United States in many fields (Daggett & Pedinotti, 2005).
Theme 1: DGS Stakeholders Believed That Teachers and Administrators Positively
Influence Participation in SciFest
Theme 1 related to Research Question 1 was that DGS stakeholders agreed that teachers
and administrators positively influence participation in SciFest. Obtaining buy-in for mission,
vision, values, and goals is very difficult. Leadership is more than just changing one’s actions to
solicit a response from a subordinate. To be truly effective, leaders need an organizational
framework (theory) from which to analyze organizational issues before deciding how to respond
(Puccio, 2014). How leaders view the world depends on the lens through which they see the
world. Bolman and Deal (2013) presented a theory based on a model consisting of four frames:
structural, human resource, political, and symbolic. Using the wrong lens is tantamount to using
the wrong tool for the job; it could do more harm than good. Conversely, employing the correct
frame can assist the leader in motivating all or parts of the organization (Bolman & Deal, 2013).
Ireland’s decision to focus on developing a KBE with highly skilled workers who have 21st-
century skills, as well as the leadership challenges created by competing national policies, makes
the theoretical frameworks of Spring (2008) and Bolman and Deal (2013) the appropriate tools
by which to analyze this conflict at the school site level. Stakeholder surveys indicated
agreement that teachers and administrators positively influence participation in SciFest.
Students. Table 4 summarizes respondent data collected by students confirming their
belief that school leadership employs strategies that positively influence participation in SciFest.
The results for DGS students who agreed or strongly agreed (52.5%) were not as high as those
FEMALE PURSUIT OF STEM IN IRELAND 118
Table 4

Survey Responses Regarding Students’ Level of Agreement That School Leaders Positively
Influence Participation in SciFest: Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

School leadership employs strategies to positively
influence participation in SciFest.
Strongly Agree 9 7.4 196 16.2
Agree 55 45.1 534 44.2
Neutral 29 23.8 269 22.3
Disagree 14 11.5 82 6.8
Strongly Disagree 4 3.3 23 1.9
I Don’t Know 11 9.0 103 8.5

Strategies that school leadership employs at your
school to promote SciFest (yes responses)
Student incentives 61 50.8 737 61.9
Teacher incentives 43 35.8 560 47.5
Instructional materials 64 53.8 769 65.1
Instructional coaches 39 33.1 549 46.6
Held informational meetings 45 37.2 539 45.6
Promotes SciFest on social media 22 18.6 471 39.7
Family science nights 4 3.4 87 7.4
Alignment of curriculum to exit exam 26 21.8 331 28.3
Recruits partners/sponsors 16 13.6 294 25.0
Schoolwide student recognition 59 49.2 718 61.1
Schoolwide teacher recognition 42 35.6 510 43.4
Real-world applications 44 36.7 566 48.1
Use of technology to promote science learning 67 55.8 863 73.1

for students from all schools (60.4%), but constitute a majority of students surveyed in both
cases. It is worth noting that a significant number of DGS and all students responded neutral or
don’t know (32.8% and 30.8%, respectively). Enough students responded don’t know, neutral, or
disagree with the statement that school leaders employ strategies to encourage participation in
SciFest to expect an impact on the ratings in the next question regarding the strategies employed
at their school. The range of DGS students who reported traditional engagement practices
FEMALE PURSUIT OF STEM IN IRELAND 119
lacking at their school was high, ranging from 44.2% to 96.6% depending on the strategy
employed. For example, 96.6% of DGS students said that there was no family science night at
their school, making this the least effectively employed strategy surveyed. The most effectively
employed strategy was use of technology to promote science learning, with DGS students at
55.8%. However, this means that 44.2% of DGS students surveyed responded that the most
successfully employed strategy to encourage student participation in SciFest was not employed.
The numbers for all students were better, with few exceptions, but at least half of all students
surveyed did not see the strategies listed in Table 4 as employed effectively, or at all, by school
leadership.
Student interviews showed that school leaders employed one particular strategy absent
from the strategies list in order to maximize student engagement in SciFest science fair
competitions. One fifth-year student shared,
I did it last year in fourth year and in fourth year you don’t really do much, ‘cause it’s a
transition year. So, there was . . . I had a lot of spare time to do. I didn’t have to study as
much or do anything. (Student 3, interview, April 17, 2018)
In this example, Student 3 shared that school leadership was intentional with policies and
procedures concerning the scheduling of a PBL activities such as SciFest. This is consistent with
Bolman and Deal’s (2013) human resource frame that people’s skills, attitudes, energy, and
commitment are vital resources that can make or break the goals of an organization. The human
resource frame works under the assumptions that (a) organizations exist to serve human needs
rather than the converse; (b) people and organizations need each other; (c) when the fit between
individual and system is poor, both suffer; and (d) a good fit benefits both. Employees find
satisfaction, and the organization gets the talent and energy needed to succeed (Bolman & Deal,
FEMALE PURSUIT OF STEM IN IRELAND 120
2013). The choices and strategies that school leaders make to maximize student engagement in
SciFest are based on leadership beliefs. The decision as to when is the most appropriate time to
schedule the SciFest science fair competition for students hinges on the school leadership team’s
leadership paradigm. The paradigm will determine how the school leaders weigh the options and
resources before them.
Another fifth-year student shared that
during fourth year, we had a special class designated to doing our project. So we had that,
I think, three times a week and a double class. Maybe it was two. And basically, our
teacher helped us, and then the people we were working with. And the class was called
Material Science. (Student 5, interview, April 17, 2018)
Student 5 participated in a specialized class designed to support student participation in SciFest
competition. This shows that the school’s leadership views the issue through the structural frame
(Bolman & Deal, 2013), which argues for putting people in the right roles, as in a factory
assembly line. When properly accomplished, the structural frame can accommodate both
collective goals and individual differences. This student’s statement shows how project timing
and teacher availability create increased efficiency and enhanced performance through
specialization and appropriate division of labor, and teachers facilitate coordination and control
to ensure that diverse efforts of individuals meet organizational goals (Bolman & Deal, 2013).
The school leadership has scheduled the SciFest science fair competition in the Transition Year
(Year 4) to maximize students’ time and exposure to the process and experience. School leaders
also put structures in place by creating a seminar-style class to guide students through the
process of science fair competition.
FEMALE PURSUIT OF STEM IN IRELAND 121
Student observations showed that students were working effectively on real-world
applications in STEM. One class examined the insect population in an area of the public park
adjacent to the school and then examined another area of the same park that had been treated
with pesticide 60 days earlier. Insects present in both cases were counted and cataloged in order
to compare results. The goal was to understand the impact of pesticide on the insect population,
which is compatible with Spring’s (2015) progressive world model. Spring (2015) stated that the
goal of the progressive education world model is to educate citizens who are conscious of social
injustices and who work actively to correct them. Students accomplish this goal if they learn how
to change political, social, and economic institutions and if schools prepare them to participate in
issues of social justice, human rights, and environmental protection. Learning based on students’
interests and participation is preferable. The progressive world model depends on an active
learning environment with teacher-determined assessment (Spring, 2015).
Teachers and administrators. Table 5 summarizes the data collected from teachers and
administrators regarding their stance that school leadership employs strategies to encourage
student participation in SciFest. The clear majority of teachers and administrators agreed that
school leadership employs strategies to encourage student participation in SciFest. Comparison
of the data between Table 4 and Table 5 relating to the strategies employed by school leaders to
encourage student participation in SciFest shows a significant gap between what teachers and
administrators report that they are doing and what students experience. This realization may be
difficult for teachers and administrators to accept; however, it also means there is a significant
opportunity to revise influence strategies that might increase student participation. Using Bolman
and Deal’s (2013) structural frame, leaders can program Family Science Night as a strategy that
has not been employed effectively. However, the greater problem will not be addressed by the
FEMALE PURSUIT OF STEM IN IRELAND 122
Table 5

Participants’ Responses Regarding Teachers’/Administrators’ Agreement That School
Leadership Positively Influences Participation in SciFest: Dublin Girls School (DGS)
Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

School leadership employs strategies to positively
influence participation in SciFest.
Strongly Agree 1 12.5 20 25.0
Agree 6 75.0 43 53.8
Neutral 1 12.5 11 13.8
Disagree 0 0.0 4 5.0
Strongly Disagree 0 0.0 1 1.3
I Don’t Know 0 0.0 1 1.3

Strategies that school leadership employs at your school
to promote SciFest (yes responses)
Student incentives 7 87.5 50 65.8
Teacher incentives 3 37.5 25 34.7
Instructional materials 7 87.5 54 74.0
Instructional coaches 3 37.5 35 47.9
Held informational meetings 5 62.5 46 63.9
Promotes SciFest on social media 5 62.5 66 84.6
Family science nights 1 12.5 4 5.5
Alignment of curriculum to exit exam 8 100.0 57 79.2
Recruits partners/sponsors 5 62.5 28 38.4
Schoolwide student recognition 8 100.0 74 94.9
Schoolwide teacher recognition 1 12.5 34 46.6
Real-world applications 5 62.5 51 71.8
Use of technology to promote science learning 7 87.5 73 93.6

structural frame but by the symbolic frame. Other areas that represent potential include
alignment of SciFest to the curriculum of the exit examination and schoolwide student
recognition. Teachers and administrators at DGS universally agreed that they have achieved
SciFest/LCE alignment, while nearly 80% of all teachers and administrators agreed. Students
saw a different reality, with only 21.8% of DGS students and 28.3% of all students agreeing that
FEMALE PURSUIT OF STEM IN IRELAND 123
the strategy of SciFest-curriculum alignment is utilized effectively. Leaders employing the
symbolic frame would recognize that activity and meaning are loosely coupled and events and
actions have multiple interpretations; events and processes are often more important for what is
expressed than for what is produced (Bolman & Deal, 2013). The gap between students’
perception and teachers’ perceptions requires an approach focused on meaning rather than
process. The process should be in place. Although the gap is not quite as wide, teachers agreed
that they provide schoolwide student recognition, while about half of the students agreed that
recognition is utilized effectively.
Interviews with teachers and administrators showed how leaders employ structural and
symbolic leadership styles to facilitate student participation in SciFest (Bolman & Deal, 2013).
Teacher 1, the SciFest school coordinator and lead science teacher at DGS, highlighted the
structural frames used by the school to encourage student participation in SciFest.
We do a whole SciFest@School with first years. We were doing it with second years but
we changed it to first years because of the change in the Junior Cycle. So, they will be
doing class based assessments in second year now. That will take about 3 weeks. So, we
decided that because that’s usually how long we take to do SciFest, we move that to first
year and that actually prepares them really well, we hope, for second when they have to
come up with their own investigation. (interview, April 18, 2018)
By leveraging the first-year experience, students are better prepared for their first set of
examination in the second year (Bolman & Deal, 2013). Teacher 1 highlighted that site leaders
create opportunities for students by timing SciFest in Year 1 and in Year 4 so that skills that are
learned that can be leveraged by students at crucial times throughout their academic career.
FEMALE PURSUIT OF STEM IN IRELAND 124
They wouldn’t do science fairs in fifth and sixth year, so fourth year is really the only
way. I’m sure you are aware that you have your Junior Cycle, and then the fourth year
gives them opportunities. So, that’s usually when we would do the science fair with them.
There’s actually a timetable to class and they do the class that works towards entering the
young scientist and also entering SciFest. (interview,
April 18, 2018)
Teacher 1 emphasized demands of the LCE on the school and stressed that competing priorities
will not be allowed to conflict with this high-stakes examination.
Parents. Table 6 summarizes the data showing parents’ agreement that school leadership
employs strategies to encourage student participation in SciFest. The majority of parents agreed
that school leadership works to encourage student participation in SciFest with a frequency
between that of parents (Table 4) and teachers/administrators (Table 5), with DGS parents
agreeing 57.2% and all parents agreeing at 72.0%. The strategy rated lowest that represents
potential for school leadership with parents is the Family Science Night. This strategy is not
utilized. Combined with informational meetings and a social media campaign, family science
nights could help parents to understand the value of participation in science fair competitions for
their student’s long-term success. Due to school policy regarding researchers’ access to parents,
the researcher was not able to triangulate parental data with data from interviews or observations.
Business leaders and policymakers. While business leaders were unsure (100.0% don’t
know), survey results showed that all policymakers agreed that school leadership employs
strategies to encourage student participation in SciFest. Supporting that position, Leonard Hobbs,
Director of Innovation and Research at Trinity College, shared:
FEMALE PURSUIT OF STEM IN IRELAND 125
Table 6

Participants’ Responses Regarding Whether School Leadership Positively Influences
Participation in SciFest: Dublin Girls School (DGS) Parents and All Parents

DGS parents All parents
Survey item and response categories n % n %

School leadership employs strategies to positively
influence participation in SciFest.
Strongly Agree 2 14.3 14 24.6
Agree 6 42.9 27 47.4
Neutral 3 21.4 6 10.5
Disagree 0 0.0 3 5.3
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 3 21.4 7 12.3

Strategies that school leadership employs at your
school to promote SciFest (yes responses)
Student incentives 7 53.9 32 57.1
Teacher incentives 1 7.7 18 33.3
Instructional materials 8 61.5 38 67.9
Instructional coaches 2 15.4 22 40.0
Held informational meetings 6 46.2 22 41.5
Promotes SciFest on social media 5 38.5 26 46.4
Family science nights 1 7.7 4 7.4
Alignment of curriculum to exit exam 4 30.8 13 23.6
Recruits partners/sponsors 1 7.7 9 13.4
Schoolwide student recognition 8 61.5 32 58.2
Schoolwide teacher recognition 2 15.4 10 18.2
Real-world applications 4 30.8 24 43.6
Use of technology to promote science learning 7 53.9 37 66.1

Leaving Cert in Ireland, you’ve probably come upon in research, is very intense here,
because a huge amount rides on it, far more so than the U.S. system, and so there’s a
huge amount of focus and unfortunate pressure for the students to deliver results in that
particular year. You see very few students participate in the science contest. In fact, I
FEMALE PURSUIT OF STEM IN IRELAND 126
don’t think it’s a good idea to participate in the science contest when you’re in Leaving
Cert year, I think it’s just too much on. (interview, April 16, 2018)
School leaders use the structural frame to balance the demands placed on students to perform
well on the LCE while providing broader exposure in STEM through participation in SciFest
(Bolman & Deal, 2013).
Theme 2: Significant Variance in the Belief That Teachers and School Leadership
Encourage Participation in SciFest to Support Student Success on State Exams
Theme 2 related to Research Question 1 was that there is significant variance in the level
of agreement that teachers and school leadership encourage participation in SciFest in order to
support student success on state examinations. Prior research showed substantial conflict
between Senior Cycle preparation for the LCE and participation in science fair competitions such
as SciFest (King, 2017; Holton, 2017). The four frames presented by Bolman and Deal (2013)
serve as the theoretical framework from which this finding was analyzed.
Students. Table 7 summarizes the data collected from students regarding whether
teachers and school leaders encourage participation in SciFest activities to support student
success on state examinations. The majority of the students agreed that teachers encourage
participation in SciFest activities to support student success on state examinations, with 52.8% of
DGS students and 63.3% of all students who agreed or strongly agreed. More than half of all
students agreed that teachers and school leaders encourage participation in SciFest activities to
support student success on state examinations; only 38.6% of DGS students agreed that school
leadership has the same positive motivations. These results demonstrated students’ perception
that teachers are more altruistic in their motivation and effort for students to participate in
SciFest to promote an outcome that benefit students on their LCE. This finding highlighted
FEMALE PURSUIT OF STEM IN IRELAND 127
leadership’s failure to master the symbolic frame and help students to understand that what is
most important is not only what happens but also the meaning derived from the process (Bolman
& Deal, 2013). The results also highlighted a culture problem at DGS and all schools where
students did not see, know, or understand why teachers and school leaders encourage their
participation in SciFest. A substantial portion of the student population responded don’t know or
disagree with the statement that teachers and/or school leaders encourage student participation in
SciFest to promote student success on the LCE.

Table 7

Participants’ Responses Regarding Whether Teachers and School Leadership Encourages
Participation in SciFest to Promote Student Success on the Leaving Certificate Examination:
Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

Teachers encourage participation in SciFest activities
to support student success on state examinations.
Strongly Agree 9 7.3 231 19.0
Agree 56 45.5 537 44.3
Neutral 33 26.8 244 20.1
Disagree 19 15.4 120 9.9
Strongly Disagree 2 1.6 24 2.0
I Don’t Know 4 3.3 57 4.7

School leadership encourage participation in SciFest
activities to support student success on state examinations.
Strongly Agree 8 6.6 175 14.5
Agree 39 32.0 503 41.6
Neutral 36 29.5 277 22.9
Disagree 21 17.2 130 10.8
Strongly Disagree 6 4.9 29 2.4
I Don’t Know 12 9.8 94 7.8

FEMALE PURSUIT OF STEM IN IRELAND 128
Interviews with students showed that they agreed that there can be alignment between the
curriculum and the LCE but they did not expressly acknowledge that teachers and/or school
leaders encourage participation in SciFest as a means to support success on the LCE. Some
students noted opportunities to leverage core curriculum in SciFest, but they did not make the
inverse representation.
They incorporate topics, and it’s also a lot of you don’t spend much time inside school
doing it. It’s sort of a lot of your own work because you have to get the course covered,
but topics would be bridged to you while you’re doing that part in the course. So say
you’re doing biology plants, they might say, “Oh, if you wanted to do this as a topic for
SciFest, maybe you could bring that up.” (Student 9, interview, April 18, 2018)
Student 9 illustrated how teachers encourage students to use topics from the curriculum that
interest them (students) for SciFest projects. This shows how students perceived the teacher’s use
of the human resource lens in which students’ skills, attitudes, energy, and commitment are vital
resources to achieve goals. The teachers recognized that the school exists to serve student needs
rather than the converse (Bolman & Deal, 2013). While the original intent may have been for
teachers and administrators to encourage participation in SciFest, the outcome has contributed to
improved LCE scores as the students gain a deeper knowledge of the core curriculum due to the
extended time and energy spent on that curriculum (Bolman & Deal, 2013). Student 7 shared that
she did not see an alignment of SciFest and the LCE as “we did SciFest in second year, but we’re
not doing it for the Leaving Certificate” (interview, April 18, 2018). However, she explained that
there was alignment that she did not recognize directly:
You’re doing science subjects, it would be handy to kind of link what you learned for the
Leaving Cert in with your projects, so that the projects can help you understand more
FEMALE PURSUIT OF STEM IN IRELAND 129
what you’re learning for the Leaving Cert. Because it’ll be easier on your exam to kind of
understand because you’ve done a project on it. (interview, April 18, 2018)
Student 7 shared that the act of doing a SciFest project on a topic that comes from the curriculum
is a way to leverage SciFest for the LCE. A few students saw the connection between SciFest
and the LCE, but they did not acknowledge it. This finding demonstrated the leadership gap in
the symbolic frame by failing to help students make direct links between their experience and the
LCE (Bolman & Deal, 2013).
Teachers and administrators. Table 8 summarizes the data collected from DGS
teachers and administrators and all teachers and administrators regarding whether teachers and
school leaders encourage participation in SciFest activities to support student success on state
examinations. Roughly three quarters of teachers and school leaders surveyed agreed that
teachers and school leaders encourage participation in SciFest activities to support student
success on state examinations. These results demonstrated that teachers’ and administrators’
perceptions were aligned regarding the partnership necessary to encourage participation in
SciFest activities to support student success on the LCE. It is worth noting that a small but
significant proportion (about 25%) of teachers and administrators disagreed or were
neutral/don’t know regarding whether teachers and school leaders encourage participation in
SciFest activities to support student success on state examinations. Further examination is
warranted to determine the reason some teachers or administrators disagreed. In order to ensure
complete school staff buy-in, school leaders should include teachers and administrators in the
schoolwide communications plan and efforts to employ the symbolic leadership frame.
Interviews with teachers and administrators showed that teachers and administrators work
to create intentional alignment of SciFest activities with the LCE:
FEMALE PURSUIT OF STEM IN IRELAND 130
Table 8

Participants’ Responses Regarding Whether Teachers and School Leadership Encourages
Participation in SciFest to Promote Student Success on the Leaving Certificate Examination:
Dublin Girls School (DGS) Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

Teachers encourage participation in SciFest activities
to support student success on state examinations.
Strongly Agree 0 0.0 20 25.0
Agree 6 75.0 38 47.5
Neutral 0 0.0 12 15.0
Disagree 2 25.0 5 6.3
Strongly Disagree 0 0.0 2 2.5
I Don’t Know 0 0.0 3 3.8

School leadership encourages participation in SciFest
activities to support student success on state examinations.
Strongly Agree 0 0.0 20 20.5
Agree 6 7.50 43 53.8
Neutral 1 12.5 11 13.8
Disagree 1 12.5 3 3.8
Strongly Disagree 0 0.0 1 1.3
I Don’t Know 0 0.0 2 2.5

The best thing is to pick elements of the course for students to develop those topics
[SciFest project topics], because it gives them a greater understanding of the topics,
which is often quite abstract for students in science and math. While, then they develop a
greater interest in a particular topic, they see how it applies to other topics and they
realize no topic stands alone. So, the skills they learned, with say, analyzing results of
one can transfer. That’s really important for them and that science fair, that kind of
presenting, developing the ideas, coming up with theory, coming up with their method,
FEMALE PURSUIT OF STEM IN IRELAND 131
that failure, which is just as important as the success, is actually, I think, the most
beneficial thing to students. (Teacher 3, interview, April 17, 2018)
Teacher 3 shared the tie-in between SciFest participation and the value that students bring
through the experience to the LCE.
Teacher 2 shared the structural leadership choices that teachers and administrators have
made intentionally to provide students with transferable benefits between SciFest and the LCE:
They wouldn’t do science fairs in fifth and sixth year, so fourth year is really the only
way. I’m sure you are aware that you have your Junior Cycle, and then the fourth year–
and the fourth year gives them opportunities. So, that’s usually when we would do the
science fair with them. There’s actually a time table to class and they do the class that
works towards entering the young scientist and also entering SciFest. (interview,
April 17, 2018)
Teacher 2 shared the choices that teachers and administrators made through intentional effort to
schedule the SciFest activities at a time in the student career to maximize participation to support
student success on the LCE. The focus on timing and resources employs Bolman and Deal’s
(2013) structural frame.
The school Principal shared the conflict between the national interests for schools to
increase the number of students who pursue STEM courses with the current shortage. Her
impression was that the goal of encouraging students to participate in SciFest is “to try and get
potential scientists who don’t realize they are potential scientists engaged. That’s the challenge
within the curriculum” (interview, April 18, 2018). The Principal shared that the curriculum does
not adequately incentivize or motivate students in order to address the national demand for
students to pursue STEM courses, so the teachers and administrators have worked to afford their
FEMALE PURSUIT OF STEM IN IRELAND 132
students access and opportunity to participate in SciFest. The demand regarded by the Principal
requires all four frames (structural, political, human resource, and symbolic) to engage students,
parents, teachers, administrators, and the community:
We have a very diligent and enthusiastic science department, who took this on when the
link to the Leaving Cert would be vaguer, but took it on understanding the kind of the
value that it was going to give the students to develop their interest. The strategies that
they would have, was that they would actively try and link it learning outcomes, for
Junior Cycle learning outcomes, that could be needed at Leaving Cert. (Deputy Principal
1, interview, April 18, 2018)
The Deputy Principal shared that teachers took on implementation of SciFest at DGS and
administrators were passive, not active, in program implementation. This likely played a
significant role in the rate at which students’ positively viewed teachers motives for encouraging
participation in SciFest (52.8% agreed or strongly agreed) versus the lower rating for
administrators (38.6% agreed or strongly agreed). This likely also feeds into several of the stated
disconnects in perceptions regarding the positive linkages between SciFest and the LCE. The
Deputy Principal shared that SciFest starts with the Year 1 (ages 12-13) student participation
designed to build student knowledge for the Junior Cycle Examination. This activity then builds
to Year 4 student participation that contributes to student success in STEM and on science
examinations on the LCE, demonstrating the structural frame (Bolman & Deal, 2013).
Parents. Table 9 summarizes the data collected from parents regarding whether teachers
and school leaders encourage participation in SciFest activities to support student success on
state examinations. Approximately half of DGS parents agreed, while close to two thirds of all
FEMALE PURSUIT OF STEM IN IRELAND 133
Table 9
Participants’ Responses Regarding Whether Teachers and School Leadership Encourages
Participation in SciFest to Promote Student Success on the Leaving Certificate Examination:
Dublin Girls School (DGS) Parents and All Parents

DGS parents All parents
Survey item and response categories n % n %

Teachers encourage participation in SciFest activities
to support student success on state examinations.
Strongly Agree 0 0.0 8 14.0
Agree 7 50.0 27 47.4
Neutral 3 21.4 10 17.5
Disagree 1 7.1 4 7.0
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 3 21.4 8 14.0

School leadership encourages participation in SciFest
activities to support student success on state examinations.
Strongly Agree 0 0.0 7 12.1
Agree 8 57.1 28 48.3
Neutral 3 21.4 11 19.0
Disagree 0 0.0 3 5.2
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 3 21.4 9 15.5

parents agreed that teachers encourage participation in SciFest activities to support student
success on state examinations. Despite this, almost half of DGS parents were neutral or
disagreed to the same role for administrators. These results demonstrated significant gaps in
parents’ perceptions regarding the teacher-school leader partnership that is necessary to
encourage participation in SciFest activities to support student success on the LCE. The DGS
parents agreed that school leaders have more interest to encourage student participation in
SciFest activities to support student success on their LCE than do teachers, while the results for
all parents were nearly equal. Despite this, the data showed that a significant number of DGS
FEMALE PURSUIT OF STEM IN IRELAND 134
parents and all parents did not know or were ambivalent regarding whether teachers and/or
school leaders encourage student participation in SciFest activities to support student success on
the LCE. Due to school policy regarding researchers’ access to parents, the researcher was not
able to triangulate parental data with data from interviews or observations.
Business leaders and policymakers. When asked whether teachers encourage
participation in SciFest activities to support student success on state examinations, all business
leaders responded don’t know and 80.0% of policymakers disagreed or strongly disagreed and
20.0% were neutral. Surprisingly, 80.0% of policymakers agreed that school leaders encourage
participation in SciFest activities to support student success on state examinations. Policymakers
saw a general disconnect between what school leaders are trying to accomplish and what
teachers do. Policymakers who did not come from a public secondary school background likely
did not recognize that which stakeholder (teacher, administrator, parents, or government) was
driving implementation that could have significant consequences regarding stakeholders’
perceptions after implementation (Bolman & Deal, 2013).
Interview data highlighted perceptions regarding the benefits of participation in science
fairs as a means to ensure success on the LCE. Mary Mitchel O’Conner, Minister of Higher
Education, shared her perception of the pull between the required curriculum and value-added
experiences such as SciFest science fair competitions:
School leadership is hugely important, and I think that actually comes down through the
whole staff and the teacher experience in the classroom. So you have to have a principal
that isn’t going to be wanting just state exams, or just the curriculum, someone that wants
children to experience a whole experience, right through school. Be it in science, be in
the arts, be it in sport. So I’d be looking to see all of these areas being covered. I think
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they are hugely important. And then the class teacher obviously, if they’re enthusiastic
and they want to get the students involved, that’s a big plus. Then you’re well on your
way to having a very good science fest and experience. (interview, April 19, 2018)
Minister O’Conner understood the competing priorities but acknowledged that curriculum,
examinations, and growth opportunities outside (or in addition to) traditional coursework require
alignment of teachers and administrators.
A business leader raised in Ireland with decades of global leadership experience stated
much stronger conflicting feelings regarding the alignment of SciFest and the LCE:
Honestly speaking, I think they’re totally different subjects. If you ask the question, I’m
being provocative here, to prepare for getting access to third-level education, and/or a
job, I think that would be more appropriate and then again, I would also have to be quite
negative. Interesting (that the student participated in a science fair), but it’s not going to
secure you a job unless you’re one of the winners. (Gordan Hyland, interview, April 19,
2018)
When pressed about his belief that science fairs take away from core instruction and preparation
for the LCE, Mr. Hyland stated, “I agree” (interview, April 19, 2018).
Discussion Summary for Research Question 1
Survey, interview, and observation data collected from students, parents, teachers and
administrators, and business leaders and policymakers in Ireland in April 2018 addressed
Research Question 1, How do schools engage in SciFest while preparing students for the state
exams? The first theme indicated that school leadership employs strategies to encourage
participation in SciFest. The majority of students, teachers and administrators, parents, and
policymakers agreed that school leaders employ strategies to encourage participation in SciFest.
FEMALE PURSUIT OF STEM IN IRELAND 136
Despite the positive perceptions about school leadership efforts, students, parents, and business
leaders’ perceptions regarding the efficacy of traditional strategies undertaken by school
leadership to influence and communicate strategies were extremely low, leaving a large gap
between what school leaders claimed they were accomplishing and what other stakeholders
perceived. The difference creates exceptional opportunities for school leaders to meet the needs
of all stakeholders, including noted needs by the all-stakeholder group, with use of structural and
symbolic leadership frames being key to success.
The second theme showed significant variance on the question of whether teachers and
school leaders encourage participation in SciFest in order to support student success on state
examinations. Students communicated the perception that teachers encourage participation in
SciFest in order in order to support student success on state examinations, but at a substantially
lower rate on the same item when applied to school leadership motives. The discrepancy
between DGS and the all-schools data was driven by the fact that teachers were the driving force
for implementation of SciFest and students rely heavily on teachers for their success on state
examinations. Distinctly different from student perceptions, teachers/administrators and
policymakers expressed stronger agreement that school leaders were the driving force behind
student success in SciFest in order to support student success on state examinations.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The objective of this research question was to determine current perceptions regarding
school leadership input that affects student interest and participation in SciFest. Participation in
science fair competitions, such as SciFest, harnesses the benefits of the STEM-PBL model. As
students take control of their learning, both academically and cognitively, changes in conceptual
FEMALE PURSUIT OF STEM IN IRELAND 137
understanding occur as students learn to set goals, seek feedback, interpret input, adjust behavior,
and evaluate their ideas (Slough & Milam, 2013). In order to achieve these lofty goals, leaders
must influence. However, influence is as much art as it is science. To be truly effective, leaders
need an organizational framework from which to analyze organizational issues before deciding
how to respond (Puccio, 2014). How leaders view the world depends on the lens through which
they see the world. Bolman and Deal’s (2013) four frames (structural, human resource, political,
symbolic) were used as the theoretical framework by which data related to Research Question 2
were analyzed.
Examination of data from surveys, interviews, and observations with stakeholder groups
(students, parents, teachers and administrators, and business leaders and policymakers) produced
three conflicting themes. The first theme was that stakeholders agreed that school leadership is a
positive influence on SciFest at their school. The second theme was that DGS students perceived
that school leadership does not allocate adequate resources to participate in SciFest when
compared to other stakeholders or peers at similar schools. The third theme was that stakeholders
generally did not agree that school leadership engages effectively in or communicates a shared
vision for SciFest Competitions at their school.
Theme 1: Stakeholders Generally Believed That School Leadership Is a Positive Influence
on SciFest at Their School
Theme 1 related to Research Question 2 was that stakeholders generally agreed that
school leadership is a positive influence on SciFest at their school. Leadership has been shown to
be a powerful influence in education; however, as with all leadership challenges, seeing the
problem through the correct leadership lens is essential to solving real-world problems (Bolman
& Deal, 2013). Whether or not a particular leader behavior motivates action is dependent on the
FEMALE PURSUIT OF STEM IN IRELAND 138
followers’ characteristics and the characteristics of the task. Students, like subordinates, have the
need for affiliation, a preference for structure, desire for control, and a need for a level of
comfort with their self-perceived level of task ability (House, 1971).
Dowd (2005) stated that, in order to create a culture of inquiry that promotes student
success, teachers and instructional leaders must
work to identify and address problems by purposefully analyzing data about student
learning and progress, engage in sustained professional development and dialogue about
the barriers to student achievement, [and] have the capacity for insightful questioning of
evidence and informed interpretation of results. (p. 2)
Dowd’s (2005) explanation helps to illustrate that leadership is more than just changing one’s
actions to solicit a response from a subordinate. To be truly effective, leaders need an
organizational framework (theory) from which to analyze organizational issues. How leaders
view the world depends on the lens through which they see the world. As a result, Bolman and
Deal’s (2013) theoretical framework, including the four frames (structural, human resource,
political, and symbolic) was used to analyze the data in Theme 1.
The comparison of the survey data from all stakeholder groups at DGS versus all
respondent groups displayed significant value and context for this research question. Table 10
shows a comparison of all stakeholder groups that responded neutral or don’t know, and Table
11 shows a comparison of all-stakeholder groups that agreed or strongly agreed that school
leadership is a positive influence on SciFest competitions at the respondent’s school.
Table 10 shows a comparison of all stakeholder groups that responded neutral or don’t
know whether school leadership is a positive influence on SciFest competitions at the
respondent’s school. It was a surprise to see that 38.2% of DGS students responded neutral or
FEMALE PURSUIT OF STEM IN IRELAND 139
Table 10

Comparison of Participants’ Responses (Neutral or Don’t Know) Regarding Whether School
Leadership Creates a Positive Culture Regarding SciFest Competitions at Their School: Dublin
Girls School (DGS) Students, DGS Parents, DGS Teachers and Administrators, All students, All
Parents, All Teachers and Administrators, Business Leaders, and Policymakers

DGS All
Survey item and response categories n % n %

School leadership is a positive influence on SciFest
competitions at my school.
Students 44 38.2 316 26.7
Parents 4 33.3 19 35.8
Teachers and Administrators 2 25.0 10 12.8
Business leaders 1 100.0
Policymakers 0 0.0

Table 11

Comparison of Participants’ Responses (Agree or Strongly Agree) Regarding Whether School
Leadership Creates a Positive Culture Regarding SciFest Competitions at Their School: Dublin
Girls School (DGS) Students, DGS Parents, DGS Teachers and Administrators, All students, All
Parents, All Teachers and Administrators, Business Leaders, and Policymakers

DGS All
Survey item and response categories n % n %

School leadership is a positive influence on SciFest
competitions at my school.
Students 61 53.0 760 66.2
Parents 8 66.7 32 60.4
Teachers and Administrators 6 75.0 63 81.8
Business leaders 0 0.0
Policymakers 4 100.0

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don’t know, while 26.7% of all students responded neutral or don’t know. Parental perceptions
showed 33.3% neutral or don’t know responses by DGS parents and 35.8% by all parents. DGS
teachers and administrators responded neutral or don’t know at 25.0%, while all teachers and
administrators did so at 12.8%.
The data showed that all schools in general, but especially DGS, must do a better job of
communicating their value and positive influence regarding SciFest competitions. DGS students
were 30.1% more likely than all students combined to respond neutral or don’t know to the
statement that school leadership is a positive influence on SciFest competitions, while DGS
teachers and administrators were 48.8% more likely than those at all schools to respond
similarly. All business leaders responded don’t know. The significant neutral/don’t know
responses by students, parents, teachers and administrators, and business leaders warrant
attention and may have contributed to some of the dissatisfaction expressed by various
stakeholder groups in Themes 2 and 3 related to this research question.
While Table 10 focused on stakeholder responses that were neutral or don’t know, Table
11 shows a comparison of all stakeholder groups that agreed or strongly agreed that school
leadership is a positive influence on SciFest competitions at the respondent’s school. The
majority of DGS students (53.0%) agreed or strongly agreed that school leadership has a
positive influence on SciFest competitions at their school, while 66.2% of all students agreed.
Parental agreement regarding school leadership as a positive influence on SciFest competitions at
their school was 66.7% for DGS parents and 60.4% for all parents. DGS teachers and
administrators responded positively at 75.0%, while all teachers and administrators responded
positively at 81.8%. Within the much smaller business leader and policymaker survey groups, no
FEMALE PURSUIT OF STEM IN IRELAND 141
business leaders and all policymakers agreed or strongly agreed that school leadership is a
positive influence on SciFest competitions.
The data indicated that the majority of students, parents, teachers/administrators and
policymakers agreed that school leadership is a positive influence on SciFest competitions at
their school. However, DGS had a lower affirmative response rate across all internal stakeholder
groups (students, parents, and teachers/administrators) and a higher neutral/don’t know response
rate when compared to all stakeholder groups. The degree to which stakeholder groups agreed or
strongly agreed demonstrates alignment in perceptions. However, the degree to which students
and parents responded neutral or don’t know warrants additional investigation and demonstrates
that school leaders need to do a better job in communicating the benefits of participation in
science fair competitions. This finding provides guidance for Research Question 2 as to how
school leadership can better influence participation in science fair competitions.
Interview data gathered from internal stakeholders (students, teachers, and
administrators) supported the survey finding that school leadership is a positive influence on
SciFest competitions at the school. Interview responses showed that each stakeholder group’s
position determined which leadership frame they employed to evaluate this item. Responses
contained all four frames (structural, human resource, political, and symbolic; Bolman & Deal,
2013).
Student 7 shared her views on the challenges that school leaders face in supporting their
school’s participation in SciFest:
Because all the teachers that were kind of leading the SciFest in our school, they also did
have classes to teach at the same time . . . , so trying to find the time to get everybody and
make sure everybody is participating while also you have to and convince the students to
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do it, which is kind of a hard thing to do, and then you also have to manage your own
classes outside out of that, so it’s all to do with kind of managing everything you have to
do. It’s all really like making sure you can manage all the work you have to do and split
up and allocate time to SciFest. (interview, April 18, 2018)
Student 7 focused on the political frame whereby there is an underlying war for resources.
Competing priorities and conflicts will leave some stakeholders feeling over-extended. Despite
the challenges, Student 7 shared that, in order to encourage SciFest participation, school
leadership must focus on the following:
The biggest thing is trying to get students into it. The people that are kind of leading it,
they have to make it, not really sell it to them, they have to kind of make them want to do
it. So, you have to lead with, like it has to be enthusiastic. You have to make it sound like
an enjoyable thing to do because you have to look at all the positives of it and . . . you
just really have to be enthusiastic and try and engage with everybody. (interview,
April 18, 2018)
Student 7 shared that success for this question requires school leadership to live the question, be
positive, be enthusiastic, helping students to understand the positive of participation so that they
want to be involved and do not feel forced to be involved.
Student 9 shared that school leadership can influence SciFest competitions at the school
positively:
Their enthusiasm because they want you to do well in both of them. It helps, and I
suppose they’re very encouraging. It makes you feel like you can do the projects, and
they’re always really involved if you do a project. They’ll always help you, but on the
FEMALE PURSUIT OF STEM IN IRELAND 143
other hand, they won’t force their opinion on you. They’re not too involved. (interview,
April 18, 2018)
Student 9 shared very specific guidance as to how school leadership can have a positive
influence on SciFest at their school by showing enthusiastic interest while being present but not
overbearing. Both Student 7 and Student 9 shared their preference for school leadership to
employ the symbolic frame of leadership to motivate participation (Bolman & Deal, 2013).
Teacher 2 noted the challenges that school leaders face in supporting their school’s
participation in SciFest:
I think the biggest one is parents’ understanding of, let’s say, what the benefits are of
extracurricular activities. I mean, they love to hear that their son or daughter are, you
know, involved in different activities, but I think what you mentioned earlier about
erosions of school contact time, that’s always a concern that you’re trying to keep the
balance going, that the academics is going well. (interview, April 18, 2018)
Teacher 2 pointed out the conflicting interests between core academics and extracurricular
activities. At present, SciFest remains extracurricular and, while parents want their students to
have access to a wide range of growth opportunities, school leadership struggles with demand
that often outreaches supply. This teacher eluded to the reality that there are a limited number of
hours in the day and school days in the year. This shows how teachers recognize parental
preference for the human resource frame but find themselves struggling with leadership
problems that fall into the structural frame (Bolman & Deal, 2013).
Leonard Hobbs, Director of Innovation and Research at Trinity College, judges science
fair competitions across Ireland. He shared that alignment of support from school leadership and
SciFest competitions at schools varies greatly across the country:
FEMALE PURSUIT OF STEM IN IRELAND 144
For many, it requires self-motivation, because there wasn’t any school influence on it.
Which is okay, because it’s just another way of doing it. There just wasn’t the teacher
ensuring the kids time in school who was very interested. Basically the school supported,
gave them the time and paid for the entry fee and so on. Then on the opposite, I’ve seen
other schools in my experience that were very, very strong with the influencing, and like
I was saying earlier, they treated it almost like a sport. One school in Cork will even go
back to the school below them, the lower school, the primary school, they’ll go ahead and
talk to them to get them ready when they come in to have their ideas. You know, that’s
just doing, because they think it’s the right thing to do, but also it attracts them to their
school, which is good, because they want to attract students to their school. That helps, it
gives them an edge in their school. They’re known to be the school that does Young
Scientists. (interview, April 16, 2018)
Mr. Hobbs shared his personal observation of the realities in that some schools work hard to
align leadership activities to support SciFest competition at their school, while others delegate
the activity to interested teachers and students. This shows variation in approach and explains
how many school leaders focus on the structural frame when students care far more about the
symbolic frame (Bolman & Deal, 2013).
Theme 2: DGS Students Perceived That School Leadership Does Not Allocate Adequate
Resources for Participation in SciFest Compared to Other Stakeholders or Peers at Similar
Schools
Theme 2 related to Research Question 2 was that DGS students perceived that school
leadership does not allocate adequate resources to participate in SciFest when compared to other
stakeholders or peers at similar schools. Traditionally steeped in Bolman and Deal’s (2013)
FEMALE PURSUIT OF STEM IN IRELAND 145
political frame, the allocation of scare resources is a leadership challenge that requires use of the
correct lens to evaluate all options (Bolman & Deal, 2013). To be truly effective, leaders need an
organizational framework (theory) from which to analyze organizational issues. How leaders
view the world depends on the lens through which they see the world. As a result, Bolman and
Deal’s (2013) theoretical framework including the four frames (structural, human resource,
political, and symbolic) was used to analyze the data in Theme 2.
Table 12 summarizes respondent data collected from students to the question of whether
school leadership allocates adequate financial resources to implement SciFest at their school.
The results for DGS students who agreed or strongly agreed (19.0%) were not as high as those
for students from all schools (41.1%); both were well below the majority threshold to make an
affirmative claim. In fact, it is worth noting that a significant number of DGS and all students
responded neutral or don’t know (55.2% and 43.8%, respectively). Enough students did not
know, were neutral, or disagreed with this statement that school leadership allocates adequate
financial resources to effectively participate SciFest at my school to show it as a substantial
problem for future student satisfaction of SciFest.
Table 12 summarizes respondent data collected from students confirming their position
that school leadership provides support, including time, materials and training, for participation
in SciFest. The results for DGS students who agreed or strongly agreed (38.6%) were not as
high as those for students from all schools (64.8%). The total student group was more likely to
agree that school leadership provides support, including time, materials and training, for
participation in SciFest than the DGS student group by more than 2.3 times. A significantly
higher number of DGS students responded neutral or don’t know (35.1%) than their all-peer
group (23.9%). Enough DGS students did not know, were neutral, or disagreed with the assertion
FEMALE PURSUIT OF STEM IN IRELAND 146
Table 12

Participants’ Responses Regarding Whether School Leadership Allocates Adequate Financial
Resources to Support Participation in SciFest Competitions at Their School: Dublin Girls School
(DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 0 0.0 121 10.6
Agree 20 19.0 347 30.5
Neutral 25 23.8 257 22.6
Disagree 22 21.0 118 10.4
Strongly Disagree 5 4.8 53 4.7
I Don’t Know 33 31.4 241 21.2

School leadership provides support, including time,
materials and training, for participation in SciFest.
Strongly Agree 12 10.5 274 24.2
Agree 32 28.1 460 40.6
Neutral 18 15.8 159 14.0
Disagree 21 18.4 93 8.2
Strongly Disagree 9 7.9 35 3.1
I Don’t Know 22 19.3 112 9.9

that school leadership provides support, including time, materials, and training for participation
in SciFest to highlight a major disconnect between students and school leadership at DGS that
was not as serious at peer schools.
Table 13 summarizes respondent data collected from teachers and administrators
confirming their agreement that school leadership allocates adequate financial resources to
effectively implement SciFest at their school. The results for DGS teachers and administrators
who agreed or strongly agreed (50.0%) were similar to those for teachers and administrators
from all schools (51.4%). Both reached the majority to make an affirmative claim. However, it is
FEMALE PURSUIT OF STEM IN IRELAND 147
worth noting that a significant number of DGS and all teachers and administrators responded
neutral or don’t know (50.0% and 39.5%, respectively). Enough teachers and administrators did
not know, were neutral, or disagreed with the statement that school leadership allocates adequate
financial resources to implement SciFest to leave the topic as likely to be affirmative as not.

Table 13

Participants’ Responses Regarding Whether School Leadership Allocates Adequate Financial
Resources to Support Participation in SciFest Competitions at Their School: Dublin Girls School
(DGS) Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 2 25.0 16 21.1
Agree 2 25.0 23 30.3
Neutral 4 50.0 13 17.1
Disagree 0 0.0 7 9.2
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 17 22.4

School leadership provides support, including time,
materials, and training for participation in SciFest.
Strongly Agree 1 12.5 8 10.7
Agree 4 50.0 37 49.3
Neutral 3 37.5 17 22.7
Disagree 0 0.0 5 6.7
Strongly Disagree 0 0.0 2 2.7
I Don’t Know 0 0.0 6 8.0

Table 13 summarizes respondent data collected from teachers and administrators
confirming their position that school leadership provides support, including time, materials and
training, for participation in SciFest. The results of DGS teachers and administrators who agreed
FEMALE PURSUIT OF STEM IN IRELAND 148
or strongly agreed (62.5%) were reasonably close to those for teachers and administrators from
all schools (60.0%). A significant number of DGS teachers and administrators responded neutral
or don’t know (37.5%) than their all-peer group (30.7%). While the majority of teachers and
administrators agreed that school leadership provides support, including time, materials, and
training, for participation in SciFest, enough respondents did not know, were neutral, or
disagreed with this statement to warrant further inquiry.
While most teachers agreed that school leadership allocates adequate financial resources
to implement SciFest at their school, don’t know or dissenting opinions warrant a survey of the
teachers and administrators to establish a baseline funding threshold. The same argument holds
true for the position that school leadership provides support, including time, materials, and
training, for participation in SciFest. The majority of teachers and administrators agreed, but
enough did not know or disagreed to warrant a survey to establish a baseline or written
agreement about expectations related to support of SciFest science fair competition.
Table 14 summarizes respondent data collected from parents confirming their level of
agreement that school leadership allocates adequate financial resources to effectively implement
SciFest at my school. The results for DGS parents who agreed or strongly agreed (58.3%) were
on par with those for parents from all schools (58.5%). Both reached the majority to make an
affirmative claim. However, it is worth noting that a significant number of DGS and all teachers
and administrators responded neutral or don’t know (41.7% and 39.6%, respectively). Enough
parents did not know, were neutral, or disagreed with the statement that school leadership
allocates adequate financial resources to implement SciFest at their school to leave the topic as
likely to be affirmative as not.

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Table 14

Participants’ Responses Regarding Whether School Leadership Allocates Adequate Financial
Resources to Support Participation in SciFest Competitions at Their School: Dublin Girls School
(DGS) Parents and All Parents

DGS parents All parents
Survey item and response categories n % n %

School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 1 8.3 5 9.4
Agree 6 50.0 26 49.1
Neutral 2 16.7 9 17.0
Disagree 0 0.0 1 1.9
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 3 25.0 12 22.6

School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 1 8.3 6 11.5
Agree 6 50.0 26 50.0
Neutral 2 16.7 6 11.5
Disagree 0 0.0 1 1.9
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 3 25.0 13 25.0

Table 14 summarizes respondent data collected from parents confirming their level of
agreement that school leadership provides support, including time, materials and training, for
participation in SciFest. The results of DGS parents who agreed or strongly agreed (58.3%) were
close to those for parents from all schools (61.5%). A significant number of DGS parents
(41.7%) and all group parents (36.0%) responded neutral or don’t know. While the majority of
parents agreed that school leadership provides support, including time, materials, and training,
for participation in SciFest, enough respondents did not know, were neutral, or disagreed with
this statement to warrant further inquiry.
FEMALE PURSUIT OF STEM IN IRELAND 150
While most parents agreed that school leadership allocates adequate financial resources
to implement SciFest at their school, don’t know or dissenting opinions warrant a survey of the
parents to establish a baseline funding threshold. The same argument holds true for the position
that school leadership provides support, including time, materials, and training, for participation
in SciFest. The majority of parents agreed, but enough did not know or disagreed to warrant a
survey to establish a baseline or written agreement for expectations related to the support of
SciFest science fair competition.
Within the much smaller business leader and policymaker survey groups, no business
leaders and 75.0% of policymakers agreed or strongly agreed that school leadership allocates
adequate financial resources to implement SciFest. When asked whether school leadership
provides support, including time, materials, and training, for participation in SciFest, no business
leaders and 50.0% of policymakers agreed or strongly agreed.
Survey results showed that DGS students perceived that school leadership does not
allocate adequate resources to participate in SciFest when compared to other stakeholders or
peers at similar schools. The degree to which nonstudent stakeholders agreed showed a general
sense of weak approval for the resource allocation choices made by school leadership to
implement SciFest at their school.
Interview data gathered from stakeholders (students, teachers and administrators,
business leaders and policymakers) supported the survey finding that DGS students perceived
that school leadership does not allocate adequate resources to participate in SciFest when
compared to other stakeholders or peers at similar schools. Student 6 shared her perception
regarding resource challenges that school leaders face in supporting SciFest:
FEMALE PURSUIT OF STEM IN IRELAND 151
He [teacher] might have found it hard to keep on top of everyone’s, because there were
some people who were doing it and they were getting so into it. So, it was a big thing.
And then, those people who just weren’t doing anything. So, trying to find the balance on
whether he needed to give the attention to people who weren’t doing it and the people
who were really enthusiastic about it. (interview, April 18, 2018)
Student 6 used the concept of the structural leadership frame in accentuating the shortage of
teacher availability to monitor and motivate students who may not be self-directed or have
complete control over their learning (Bolman & Deal, 2013).
Teacher 1 pointed to scarcity of labor to commit to and implement SciFest as part of the
core school program and not as a stand-alone extracurricular activity:
I find it hard to see how the current system with the Leaving Cert, how it would fit in
alright. I’m not even sure what subjects would be willing to do it, unfortunately because
everybody is so–their time is precious and often courses will finish right up to the end of
the term. It does fit in okay with the Junior Cycle. I think fourth year it is ideal, really.
But, with the current system I’m not really sure how it fits in with leaving search.
(interview, April 18, 2018)
Teacher 1 shared her leadership frame as the lead SciFest coordinator, firmly in the structural
frame, while students preferred the symbolic frame (Bolman & Deal, 2013).
CISCO department head Ciaran Bradley recognized the student preference for the
symbolic frame but moved the problem back into the structural frame (Bolman & Deal, 2013):
Most importantly is are the kids interested and is this kids, what they really want to do,
and that they might be doing preparation for the Leaving Certs. Again, part of it is, I think
it needs to happen in younger ages. Get kids more involved in maths and science when
FEMALE PURSUIT OF STEM IN IRELAND 152
they’re younger, and get them involved in things like science fair projects and things like
that, and make them aware of how these type of things can lead to good jobs, and really
anywhere in the world. These kids could go anywhere, it’s not just at Cisco. It could
happen anywhere. (interview, April 16, 2018)
The CISCO manager shared the dilemma of competing priorities and noted that the only way to
coordinate SciFest into the core curriculum is through the master scheduling process.
Leonard Hobbs shared his observation about the disparity of resources available for
science fair competitions at underprivileged schools:
You don’t see a lot of it; there’s some. The school I mentioned, there was another one a
few years ago, north of Dublin, they won the competition, actually. They had hired a
student who was a PhD in some medical field. It [their project] was some DNA thing, but
they won. Again, she was an amazing influence. She was a scientist, she worked in the
school, she brought the kids on. They were pretty bright kids actually, because a lot of
these are underprivileged schools had in them kids who are what we call the “new Irish,”
kids that are coming in from Europe that are actually really, really bright. She had
amazing projects, fantastic kids. They won. It’s rare. I couldn’t give you a stat on it, but
it’s a small number, I would think. (interview, April 16, 2018)
Mr. Hobbs shared his perception of the impact of scarcity of resources at underprivileged schools
and how poverty reduces participation in science fair competitions. His response also highlighted
that, when school leadership makes intentional effort to invest in the process, success is possible
for students who may be seen as outsiders. Mr. Hobbs referred to them as New Irish. The school
cited by Mr. Hobbs was not part of the research study; data from that school might have provided
additional context to several themes in this study.
FEMALE PURSUIT OF STEM IN IRELAND 153
Theme 3: Stakeholders Generally Did Not Believe That School Leadership Engages in or
Communicates a Shared Vision for SciFest Competitions at Their School
Theme 3 related to Research Question 2 was that stakeholders generally did not agree
that school leadership effectively engages in or communicates a shared vision for SciFest
competitions at their school. Developing, sharing, and driving a shared vision is at the core of
leadership and traditionally falls within Bolman and Deal’s (2013) symbolic lens. Shared vision
is a leadership challenge that requires use of the correct lens to evaluate all options (Bolman &
Deal, 2013). Dowd’s (2005) explanation helps to illustrate that leadership is more than just
changing one’s actions to solicit a response from a subordinate. To be truly effective, leaders
need an organizational framework (theory) from which to analyze organizational issues. How
leaders view the world depends on the lens through which they see the world. As a result,
Bolman and Deal’s (2013) theoretical framework of four frames (structural, human resource,
political, and symbolic) was used to analyze the data in Theme 3.
Table 15 summarizes respondent data collected from students regarding their belief that
school leadership develops a shared vision for implementing SciFest at their school. The results
for DGS students who agreed or strongly agreed (24.0%) were not as high as those for students
from all schools (50.5%), thus leaving DGS students well below majority and at odds with their
peer group. In fact, it is worth noting that a significant number of DGS and all students
responded neutral or don’t know (63.3% and 42.2%, respectively). Enough students did not
know, were neutral, or disagreed with the statement that school leadership develops a shared
vision for implementing SciFest at my school to confirm that the majority of DGS students did
not perceive that school leadership develops a shared vision for implementing SciFest at their
school. While the all student group reached majority regarding leadership developing the shared
FEMALE PURSUIT OF STEM IN IRELAND 154
vision, it did so just barely. The high numbers of students in both DGS and all students who did
not respond affirmatively raises substantial concerns regarding a shared vision premise.

Table 15

Participants’ Responses Regarding Whether School Leadership Engages in and Communicates a
Shared Vision for SciFest Competitions at Their School: Dublin Girls School (DGS) Students and
All Students

DGS students All students
Survey item and response categories n % n %

School leadership develops a shared vision for
implementing SciFest at my school.
Strongly Agree 1 0.9 117 10.7
Agree 27 23.1 457 39.8
Neutral 34 29.1 266 23.2
Disagree 14 12.0 73 6.4
Strongly Disagree 1 0.9 16 1.4
I Don’t Know 40 34.2 218 19.0

School leadership effetely communicates a shared vision
to all stakeholders (e.g., students, parents, teachers)
for implementing SciFest Competition at the school.
Strongly Agree 0 0.0 103 9.0
Agree 24 20.9 401 35.0
Neutral 30 26.1 268 23.4
Disagree 18 15.7 124 10.8
Strongly Disagree 4 3.5 34 3.0
I Don’t Know 39 33.9 216 18.8

Table 15 summarizes respondent data collected from students regarding their level of
agreement that school leadership communicates a shared vision to all stakeholders (students,
parents, teachers, etc.) for implementing SciFest competition at the school. The results for DGS
students who agreed or strongly agreed (20.9%) were not as high as those for students from all
FEMALE PURSUIT OF STEM IN IRELAND 155
schools (44.0%). A significant number of DGS students responded neutral or don’t know
(60.0%) that school leadership effectively communicates a shared vision to all stakeholders for
implementing SciFest competition at the school, compared to total group (42.2%). Enough
students did not know, were neutral, or disagreed with the statement that school leadership
effectively communicates a shared vision to all stakeholders for implementing SciFest
competition at the school to indicate that most students were not aware of a shared vision at their
school for implementation of SciFest.
Table 16 summarizes respondent data collected from teachers and administrators
regarding whether school leadership develops a shared vision for implementing SciFest at their
school. The results for DGS teachers and administrators who agreed or strongly agreed (75.0%)
was higher than results for teachers and administrators from all schools (63.7%), leaving both
groups in the majority. However, it is worth noting that a significant number of DGS and all
teachers and administrators responded neutral or don’t know (25.0% and 31.2%, respectively).
Enough teachers and administrators responded did not know, were neutral, or disagreed with the
statement that school leadership develops a shared vision for implementing SciFest to create a
leadership concern and opportunity.
Table 16 also summarizes respondent data collected from teachers and administrators
regarding their level of agreement that school leadership effectively communicates a shared
vision to all stakeholders for implementing SciFest competition at the school. The results for
DGS teachers and administrators who agreed or strongly agreed (37.5%) were lower than those
for students from all schools (48.6%). A significant number of DGS teachers and administrators
responded neutral or don’t know (62.5%) compared to their all-peer group (39.5%). Enough
teachers and administrators responded don’t know, neutral, or disagree with the statement that
FEMALE PURSUIT OF STEM IN IRELAND 156
Table 16
Participants’ Responses Regarding Whether School Leadership Engages in and Communicates a
Shared Vision for SciFest Competitions at Their School: Dublin Girls School (DGS) Teachers/
Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

School leadership develops a shared vision for
implementing SciFest at my school.
Strongly Agree 1 12.5 13 16.9
Agree 5 62.5 36 46.8
Neutral 2 25.0 17 22.1
Disagree 0 0.0 3 3.9
Strongly Disagree 0 0.0 1 1.3
I Don’t Know 0 0.0 7 9.1

School leadership effetely communicates a shared vision
to all stakeholders (e.g., students, parents, teachers)
for implementing SciFest Competition at the school.
Strongly Agree 0 0.0 9 11.8
Agree 3 37.5 28 36.8
Neutral 5 62.5 24 31.6
Disagree 0 0.0 6 7.9
Strongly Disagree 0 0.0 3 3.9
I Don’t Know 0 0.0 6 7.9

teachers and administrators responded don’t know, neutral, or disagree with the statement that
school leadership effetely communicates a shared vision to all stakeholders for implementing
SciFest competition at the school that leadership should revise its communication strategy. The
fact that teachers and administrators perceived that school leadership has developed a vision but
did not see it communicated points to a significant disconnect. School leaders would be wise to
include a feedback loop for such important undertakings as a vision statement. Without a
feedback mechanism, school leaders will not become aware of realities such as this.
FEMALE PURSUIT OF STEM IN IRELAND 157
Table 17 summarizes respondent data collected from parents regarding their level of
agreement that school leadership develops a shared vision for implementing SciFest at their
school. The results for DGS parents who agreed or strongly agreed were 41.7%, less than those
for parents from all schools (54.7%). It is worth noting that a significant number of DGS and all
parents responded neutral or don’t know (58.3% and 45.3%, respectively). Enough parents did
not know, were neutral, or disagreed with this statement to make it a leadership concern and
create a future opportunity for parent-teacher-administrator collaboration.

Table 17

Participants’ Responses Regarding Whether School Leadership Engages in and Communicates a
Shared Vision for SciFest Competitions at Their School: Dublin Girls School (DGS) Parents and
All Parents

DGS parents All parents
Survey item and response categories n % n %

School leadership develops a shared vision for
implementing SciFest at my school.
Strongly Agree 0 0.0 7 13.2
Agree 5 41.7 22 41.5
Neutral 3 25.0 7 13.2
Disagree 0 0.0 0 0.0
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 4 33.3 17 32.1

School leadership effetely communicates a shared vision
to all stakeholders (e.g., students, parents, teachers) for
implementing SciFest Competition at the school.
Strongly Agree 0 0.0 2 3.8
Agree 6 50.0 18 34.0
Neutral 2 16.7 9 17.0
Disagree 1 8.3 6 11.3
Strongly Disagree 0 0.0 2 3.8
I Don’t Know 3 25.0 16 30.2

FEMALE PURSUIT OF STEM IN IRELAND 158
Table 17 also summarizes respondent data collected from parents regarding their level of
agreement that school leadership effectively communicates a shared vision to all stakeholders for
implementing SciFest competition at the school. The results for DGS parents who agreed or
strongly agreed (50.0%) were higher than those for parents from all schools (37.5%). A
significant number of DGS parents responded neutral or don’t know (41.7%) that school
leadership effectively communicates a shared vision to all stakeholders for implementing SciFest
competition at the school compared to their all-peer group (47.2%). While DGS leadership
appears to perform better than its peer schools in this area, enough parents did not know, were
neutral, or disagreed with this statement to create a concern regarding the strategies that are
employed. The fact that parents did not have a solid grasp of the impact of their inputs,
obligations, and opportunities to address their disconnect presents an opportunity for a shift in
strategy to drive performance through a shared development and communication of vision in the
future.
Within the much smaller business leader and policymaker survey groups, no business
leaders and 25.0% of policymakers agreed or strongly agreed that school leadership develops a
shared vision for implementing SciFest. When asked whether school leadership effectively
communicates a shared vision to all stakeholders for implementing SciFest competition at the
school, no business leaders and 50.0% of policymakers agreed or strongly agreed.
Survey results indicated that stakeholders generally did not agree that school leadership
effectively engages in development or communicates a shared vision for SciFest competitions at
their school. Interview data from stakeholders supported the survey finding that they generally
do not agree that school leadership effectively develops or communicates a shared vision for
SciFest competitions.
FEMALE PURSUIT OF STEM IN IRELAND 159
When prompted about advice for a future principal at another school regarding whether
to start SciFest at their school, Student 9 shared,
I’d say to implement it. It’s really beneficial for the students who want to do it, but if you
don’t want to do it, it doesn’t concern you. And I think it does encourage you to take the
subjects in science, and you don’t really have many other opportunities to do a project in
science because for Junior Cert, it’s compulsory here. And it’s a big subject, so you have
to spend most of your time doing it. So SciFest really gives you a chance to do the
practical side of it. (interview, April 18, 2018)
Student 9 was the value of SciFest but, in her explanation as to why it would be a good idea, she
said, “It’s really beneficial for the students who want to do it, but if you don’t want to do it, it
doesn’t concern you” (interview, April 18, 2018). This statement shows that, while she
appreciated the value of the activity, she did not know or value the shared vision for the activity.
Teacher 2 noted an increase in communication in the past year, as well as efforts to
communicate more broadly:
They’ve been really encouraging. So, it’s been easy to implement. So, yeah, it’s been
very positive the whole time. They are always very keen, after say, we have SciFest at
school, that it’s put up on the student board, so they are trying to raise awareness of it as
well. So, there is a big drive for the students to get involved. The students, certainly
within the year, they know about it. We’ve also started getting, last year we brought the
parents in. So, we basically started small and we slowly got it bigger, bigger and bigger
and worked well using that model. Yeah, but they have been extremely supportive all the
way along. (interview, April 18, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 160
Teacher 2 shared that staff were working to increase communication and awareness by posting
information about SciFest on the general student bulletin board and by adding parent nights. This
points to lead teacher efforts to expand the program and get greater buy-in, employing the
symbolic frame (Bolman & Deal, 2013). This also demonstrates that efforts are primarily teacher
driven; school leadership is involved but the Principals have not decided to spearhead the
development or communication of a shared visions statement.
Rachel Linney, Education Officer at National Council for Curriculum and Assessment
(NCCA), shared that vision comes from distributive leadership:
The leadership skills need to be distributive leadership skills. I think they have to, I think
a principal has to support a vision. So I think a principal can be very supportive of the
vision. And then I guess support what the individuals need in order to be able to realize
that vision. So I think from a SciFest perspective, there’s certainly extra things that
teachers are going to have to do that wouldn’t be part, that if he did not do SciFest, the
teachers wouldn’t have to do. But I think that the, that you buy in with student
engagement with the skills that student’s develop. (interview, April 16, 2018)
Ms. Linney positioned her argument so that both structural and political frames apply. The
structural frame allows for distributive leadership styles while pointing out the political frame
because teachers will have a say in this newly proposed activity (Bolman & Deal, 2013).
Mr. Hyland shared a vision perspective driven by scarcity of recourses:
Many schools here do not have a structured gap year. That is command and control
driven. It’s also budget driven. So, if they don’t have the budget, they won’t have the
time. If they do have the budget and they have the vision, yes, they can think about these
things and act on them, but they’re prerequisites. (interview, April 16, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 161
Mr. Hyland focused on the political frame, balancing premise on the vision around
extracurricular activities being a luxury item that should be eliminated when money is limited
(Bolman & Deal, 2013).
Discussion Summary for Research Question 2
Survey, interview, and observation data were collected from students, parents, teachers
and administrators, and business leaders and policymakers in Ireland in April 2018 to address
Research Question 2, How does school leadership influence participation in SciFest? The
objective of this research question was to determine current perceptions regarding school
leadership inputs that affect student interest and participation in SciFest. The first theme was that
stakeholders generally agreed that school leadership is a positive influence on SciFest at their
school. Examination of these data indicated that the majority of all-stakeholder groups agreed
that school leadership is a positive influence on SciFest competitions. Despite the positive
finding, DGS respondents were significantly more likely to agree than their all-peer group. In
fact, DGS students were 30.1% more likely to respond neutral or do not know to the statement
that school leadership is a positive influence on SciFest competitions than all students, while
DGS teachers and administrators were 48.8% more likely to respond similarly when compared to
their peers at all schools. The data indicated that the majority of students, parents, teachers/
administrators, and policymakers agreed that school leadership is a positive influence on SciFest
competitions at their schools. However, DGS showed a lower affirmative response rate across all
internal stakeholder groups and a higher neutral/did not know response rate than all-stakeholder
groups.
The second theme was that DGS students perceived that school leadership does not
allocate adequate resources to participate in SciFest. Enough students did not know, were
FEMALE PURSUIT OF STEM IN IRELAND 162
neutral, or disagreed that school leadership allocates adequate financial resources to participate
effectively in SciFest. This finding gave emphasis to a substantial problem for the future viability
and student satisfaction of participation in SciFest when compared to other stakeholders or peers
at similar schools. Enough DGS students did not know, were neutral, or disagreed with the
statement that school leadership provides support, including time, materials, and training, for
participation in SciFest, which demonstrates a major disconnect between students and school
leadership at DGS that is much more serious than at peer schools.
The third theme was that stakeholders generally did not agree that school leadership
effectively engages in or communicates a shared vision for SciFest competitions at their school.
Two questions were posed to determine the level of agreement with this statement. A shared
vision is a group endeavor. Only the DGS and all teachers and administrators had a majority who
agreed or strongly agreed (50.0%), all other stakeholders were well below a majority in
agreement. The DGS parent group was the only group to achieve a majority agreement for the
question. In each case where the majority was achieved, it was achieved just barely at or near
50%. This means a significant percentage of all stakeholders responded neutral, did not know,
disagreed, or strongly disagreed with both statements, demonstrating that school leadership has
not developed or communicated a shared vision for SciFest at their school.
Findings for Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The objective of this
question was to determine whether there was a correlation between voluntary participation in
SciFest and forward interest in STEM coursework and career in alignment with the recent
FEMALE PURSUIT OF STEM IN IRELAND 163
publication of STEM Education Policy Statement 2017-2026 (Ireland DES, 2017), which stated
that Ireland has some challenges in its STEM education.
 Ensure that Irish students’ learning in STEM disciplines significantly improves,
including the further development of skills such as problem-solving, inquiry-
based learning and team working to address demands from the world of work;
 Increase the number of students choosing STEM subjects in post-primary schools,
those progressing to STEM pathways in Further or Higher Education and those
who take up careers in STEM;
 Increase participation of females in STEM education and careers;
 Raise interest in, and awareness of the range of exciting careers in STEM; Ensure
young people sustain their involvement in STEM education. (p. 10)
The statement provides a nexus between the current demand by MNCs to fill positions in high-
paying KBE jobs and Ireland’s education system’s response to this problem (Clifton, 2011). The
Irish government recognizes the need to increase the number of females pursuing STEM-related
subjects and careers but has yet to exploit an investment in science fair competitions as a means
to fill that pipeline. To address this gender-specific research question, three feminist theoretical
frameworks were employed: liberal, socialist, and radical (Acker, 1987). “Feminist theoretical
frameworks address, above all, the question of women’s subordination to men: how this arose,
how and why it is perpetuated, how it might be changed and (sometimes) what life would be like
without it” (Acker, 1987, p. 421). “Feminist theories serve a dual purpose, as guides to
understanding gender inequality and as guides to action” (Acker, 1987, p. 421). “Strategies for
educational change emanating from liberal feminism follow from the conceptual base. In
FEMALE PURSUIT OF STEM IN IRELAND 164
general, there is an attempt to alter socialization practices, change attitudes, use legal process”
(Acker, 1987, p. 424).
Three themes emerged related to this research question. The first theme was that parents,
teachers, administrators and policymakers overestimated the impact of SciFest participation on
female students’ continued pursuit of STEM courses and careers but see age as a major factor.
The second theme was that students lacked role models who might positively influence female
students’ interest in pursuit of STEM courses and careers. The third theme was that female
participants in SciFest stated that they exhibited lower avoidance to mathematics-based or
technology-based content, while other stakeholders were unsure.
Theme 1: Parents, Teachers, Administrators, and Policymakers Overestimated the Impact
of SciFest Participation on Female Students’ Continued Pursuit of STEM Courses and
Careers but Saw Age as a Major Factor
Theme 1 related to Research Question 3 was that parents, teachers, administrators, and
policymakers overestimated the impact of SciFest participation on female students’ continued
pursuit of STEM courses and careers but see age as a major factor. The stated national desire to
increase the number of female students who move on to third level and career pursuit of STEM
has created the need to understand the impact of student participation in SciFest on continued
pursuit of STEM coursework and career (Ireland DES, 2017). The level at which students agreed
or strongly agreed, compared to all other stakeholder groups, identifies alignment or
discrepancies.
Table 18 summarizes respondent data collected from students regarding their level of
agreement that SciFest influences development of female students’ interest in enrolling in senior-
level and/or third-level STEM courses. The results for DGS students who agreed or strongly
FEMALE PURSUIT OF STEM IN IRELAND 165
agreed were 46.5%, not as high as for students from all schools (54.1%). It is worth noting that a
significant number of DGS and all students responded neutral or do not know (43.9% and 37.6%,
respectively). Enough students responded that they did not know, were neutral, or disagreed with
this statement to confirm that the majority of DGS students did not agree that SciFest influences
the development of female students’ interest in enrolling in senior-level STEM courses. The high
number of students in both DGS and all students who did not respond affirmatively raises
substantial concerns regarding the idea that female students’ interest in enrolling in senior-level
STEM courses is an actual effect of participation in SciFest.

Table 18
Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 12 10.5 124 17.2
Agree 41 36.0 265 36.9
Neutral 15 13.2 119 16.6
Disagree 10 8.8 50 7.0
Strongly Disagree 1 0.9 10 1.4
I Don’t Know

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 9 8.0 110 15.3
Agree 35 31.0 244 33.9
Neutral 24 21.2 143 19.9
Disagree 7 6.2 36 5.0
Strongly Disagree 3 2.7 13 1.8
I Don’t Know 35 31.0 173 24.1

FEMALE PURSUIT OF STEM IN IRELAND 166
Table 18 also summarizes respondent data collected from students regarding their level of
agreement that SciFest influences development of female students’ interest in enrolling in third-
level STEM courses. The results for DGS students who agreed or strongly agreed were 39.0%,
below those for students from all schools (49.2%). A significant number of DGS students
responded neutral or don’t know (52.2%), compared to their all-peer group at 44.0%. Enough
students responded did not know, were neutral, or disagreed with the statement to raise concerns
about the impact of participation in SciFest as a means to address the national concern.
Table 19 summarizes respondent data collected from teachers and administrators
regarding their level of agreement that SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses. The results for DGS teachers and
administrators who agreed or strongly agreed were 62.5%, roughly equal to the responses by
teachers and administrators from all schools (60.8%), with both well above the majority
threshold. It is worth noting that a significant number of DGS and all teachers and administrators
responded neutral or don’t know (37.5% and 37.9%, respectively). The number of teachers and
administrators who did not know, were neutral, or disagreed with this statement raises concern
as teachers and administrators provide guidance to students regarding their career paths.
Table 19 also summarizes respondent data collected from teachers and administrators
regarding their level of agreement that SciFest influences development of female students’
interest in enrolling in third-level STEM courses. The results for DGS teachers and
administrators who agreed or strongly agreed were 62.5%, close to results for teachers and
administrators from all schools (61.7%). A significant number of DGS teachers and
administrators responded neutral or don’t know (37.5%), compared to their all-peer group
(37.0%). While the data indicated that teachers and administrators agreed that SciFest influences
FEMALE PURSUIT OF STEM IN IRELAND 167
Table 19
Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 1 12.5 13 17.6
Agree 4 50.0 32 43.2
Neutral 2 25.0 15 20.3
Disagree 0 0.0 1 1.4
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 1 12.5 13 17.6

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 0 0.0 11 15.1
Agree 5 62.5 34 46.6
Neutral 2 25.0 14 19.2
Disagree 0 0.0 1 1.4
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 1 12.5 13 17.8

development of female students’ interest in enrolling in third-level STEM courses, the number of
teachers and administrators who did not respond in the affirmative was significant enough to
warrant further investigation. Tying these data back to the findings in Research Questions 1 and
2, one could extrapolate that teachers and administrators who fail to communicate effectively and
motivate students to participate in SciFest competitions using symbolic leadership also fail to
help students to see their participation in SciFest as a positive step toward state examinations or
as solid preparation for next level of coursework or as career preparation in STEM fields.
FEMALE PURSUIT OF STEM IN IRELAND 168
Table 20 summarizes respondent data collected from parents regarding their level of
agreement that SciFest influences the development of female students’ interest in enrolling in
senior-level STEM courses. The results for DGS parents who agreed or strongly agreed were
63.6%, roughly equal to results for parents from all schools (59.7%). The data nearly mirrored
the teacher and administrator data for DGS and all schools. It is worth noting that a significant
number of DGS and all parents responded neutral or don’t know (36.4% and 36.5%,
respectively). The number of parents who responded don’t know or neutral showed a disconnect
between parents and their students regarding program participation in a program such as SciFest
and the beneficial impacts of said program. Given the potential senior-level pursuit and course
choice impact, parents would likely be interested to learn of the proposed linkages among
participation in SciFest, continued coursework in STEM, and the affiliated higher earning
potential as compared to other professions.
Table 20 also summarizes respondent data collected from parents regarding their level of
agreement that SciFest influences development of female students’ interest in enrolling in third-
level STEM courses. The results for DGS parents who agreed or strongly agreed were 54.5%,
lower than for parents from all schools (59.6%). A significant number of DGS parents responded
neutral or don’t know (36.4%) for this statement, compared to their all-peer group at 38.4%. The
majority positive responses indicated that parents agree that SciFest influences development of
female students’ interest in enrolling in third-level STEM courses. Given the potential third-level
and college major impact, parents would likely be interested to learn of the proposed linkages
among participation in SciFest, continued coursework in STEM, and the affiliated higher earning
potential as compared to other professions.
FEMALE PURSUIT OF STEM IN IRELAND 169
Table 20
Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Parents and All Parents

DGS parents All parents
Survey item and response categories n % n %

SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 1 9.1 7 13.5
Agree 6 54.5 24 46.2
Neutral 0 0.0 5 9.6
Disagree 0 0.0 2 3.8
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 4 36.4 14 26.9

SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 0 0.0 5 9.6
Agree 6 54.5 26 50.0
Neutral 1 9.1 6 11.5
Disagree 0 0.0 1 1.9
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 4 36.4 14 26.9

Within the much smaller business leader and policymaker survey groups, no business
leaders and all policymakers agreed or strongly agreed that SciFest influences development of
female students’ interest in enrolling in senior-level STEM courses. When asked whether SciFest
influences development of female students’ interest in enrolling in third-level STEM courses, no
business leaders and 75.0% of policymakers agreed or strongly agreed.
Survey data regarding their level of agreement that SciFest influences development of
female students’ interest in enrolling in senior-level STEM courses showed that DGS students
agreed or strongly agreed at 46.5%, clearly lower than for other DGS stakeholders: parents,
FEMALE PURSUIT OF STEM IN IRELAND 170
63.6%; teachers and administrators 62.5%; and policymakers, 100.0%. Similarly, survey data
regarding agreement that SciFest influences development of female students’ interest in enrolling
in third-level STEM courses showed that DGS students agreed or strongly agreed at 39.0%,
lower than other DGS stakeholders: parents, 54.5%; teachers and administrators, 54.5%; and
policymakers, 75.0%.
Interview data gathered from stakeholders provides a more nuanced understanding,
supporting the survey finding that parents, teachers and administrators, and policymakers
overestimated the impact of SciFest participation on female students’ continued pursuit of STEM
courses and careers. In the student interview responses, respondents lacked clarity or provided
contradictory responses regarding the impact of SciFest participation on their continued pursuit
of STEM courses and careers. Student 1 shared, “If I hadn’t have done the competition, I don’t
think I’d be interested in science, but now that I have, I’m more interested in it” (interview,
April 17, 2018). She continued, “It’s made me more interested in maybe like picking a science
career, but apart from that, I don’t really think it’s [participation in SciFest] influenced me”
(interview, April 17, 2018), when discussing how participation SciFest had influenced her
choices of LCE. She shared that her experience in SciFest had increased her interest in a STEM
career but that the experience did not influence her choice of leaving examination. These two
quotes from the same student conflict–a situation that was not unique among DGS students. In
fact, Student 5 provided insight that nicely summarized the student sentiment for this finding:
If you’re interested in science then it would influence that, but if you went and you found
that you did not have an interest in science I don’t think . . . but I think most people who
would go for it will be people who are interested in science. (interview, April 17, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 171
If students were not predisposed to pursue STEM courses and/or careers, the experience
of participation in SciFest likely increased their interest in STEM but was not the driving factor
in that direction if they had not been so inclined prior to science fair participation. Grouped
among these conflicting narratives was a social undercurrent best expressed by Student 4. When
asked, “Do you see barriers existing for female students participating in senior and third-level
STEM?” she replied “Some men might be like, “Oh, she’s a woman so she can’t–she wouldn’t
be as capable’” (interview, April 17, 2018). While most of the students claimed that this was not
a problem at DGS, Student 4 articulated a concern that was consistent among DGS students that,
outside of school walls, gender bias remains an issue as they chose or attempt certain careers that
are traditionally seen as male. Fear of isolation at work was far more of a driving narrative than
ability with DGS students. Other stakeholders were more optimistic regarding the impact of
participation in SciFest on female students’ continued pursuit of STEM courses and careers.
Interviews with the school leadership team highlighted administrative perceptions
regarding the value of participation in SciFest. “These kind of extracurricular science
competitions, what they do is, they whet the appetite of your future scientists . . . and it’s to try
and get potential scientists who don’t realize they are potential scientists engaged” (Principal,
interview, April 18, 2018). The Principal had a science teacher background; she emphasized that
exposure increases student pursuit. However, the findings showed that this perspective may
reflect respondent bias in overstating the impact (positive confounding bias) of participation.
Teachers agreed that participation in SciFest increases female student pursuit of STEM
courses at the senior/third level. Teacher 3 shared that
as head of science, I’ve noticed a huge uptick in the numbers in science. Let’s say for
example we reckon this year we’ll actually have at least two classes of ag-science. We’ll
FEMALE PURSUIT OF STEM IN IRELAND 172
have the five biology. We’ll have three chemistry and possibly at least one, if not two
physics. When I came here initially, there was only eight [students] in physics, now
there’s a class of 20. (interview, April 18, 2018)
Teacher 3 shared her summary of an analysis done the prior year regarding student subject
pursuit and master scheduling. As she pointed out, she is head of the science department and
would be intimately familiar with the number of courses offered in each of her subject areas.
These numbers have grown, and she attributed part of that growth to participation in SciFest.
While business leaders and policymakers generally agreed that participation in SciFest
increases the likelihood of female pursuit of STEM courses and careers, these stakeholder groups
provided nuance to the discussion. When asked whether participation in SciFest has a benefit for
female students, Chadwick Adams of Boston Scientific replied,
I do. You’re introducing it sooner in the process. There’s this perception that “I’m a male,
I’d be naturally good at sciences and all of that.” The longer you sit in that perception, the
more embedded it becomes. So the sooner that you can start introducing an alternate
paradigm, if you mind me saying, then you could possible start shaving off females to
start actually pursuing more of a career in science or technology and that. (interview,
April 20, 2018)
Mr. Adams spoke to his perception as a business leader in the STEM field regarding the
institutional impediments to female pursuit of STEM. He shared that the problem starts early in a
student’s academic career and should be addressed there. Mr. Adams stated that SciFest could be
an effective tool but noted that it must be employed well before secondary school.
Leonard Hobbs, Director of Research and Innovation at Trinity College, commented
about the policymaking level:
FEMALE PURSUIT OF STEM IN IRELAND 173
The contest seems to be having an influence on kids doing STEM. You see a lot of girls
winning coding competitions. That’s influencing it, but again, I think it’s getting them
very young. It’s 8 to 10, 9, 10, 12-year-olds doing coding and stuff. Maybe that’s the
trick is getting them very young, before they start making up their career choices. The
younger, the better. (interview, April 16, 2018)
Mr. Hobbs noted that the opportunity to influence female student pursuit of STEM must be
attempted before secondary school in order to counteract the prevailing societal input that acts as
an invisible shield for many females who might otherwise choose to pursue STEM.
Theme 2: Students Lacked Role Models Who Might Positively Influence Female Students’
Interest in Pursuit of STEM Courses and Careers
Theme 2 related to Research Question 3 was that students lacked role models who might
positively influence female students’ interest in pursuit of STEM courses and careers. Table 21
summarizes respondent data collected from students regarding their level of agreement that
female students had access to female role models who influence their participation in SciFest.
The results for DGS students who agreed or strongly agreed were 39.0%, lower than for students
from all schools (53.3%). It is worth noting that a significant number of DGS and all students
responded neutral or don’t know (37.2% and 32.6%, respectively), indicating a serious variance
in perceptions in the students’ group.
Table 21 also summarizes respondent data collected from students regarding their level of
agreement that female students had access to female role models who influence their enrollment
in senior-level STEM courses. The results for DGS students who agreed or strongly agreed were
33.9%, lower than for students from all schools (48.9%). A significant number of DGS students
responded neutral or don’t know (49.5%), compared to their all-peer group (39.5%). Neither
FEMALE PURSUIT OF STEM IN IRELAND 174
DGS nor all student responses presented a dominant result, demonstrating a lack of clarity
among students regarding whether female students had access to female role models who
influence their enrollment into senior-level STEM courses.

Table 21

Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 9 8.0 141 19.6
Agree 35 31.0 243 33.7
Neutral 16 14.2 128 17.8
Disagree 19 16.8 77 10.7
Strongly Disagree 8 7.1 25 3.5
I Don’t Know 26 23.0 107 14.8

Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 12 10.4 117 16.3
Agree 27 23.5 235 32.6
Neutral 22 19.1 122 16.9
Disagree 13 11.3 61 8.5
Strongly Disagree 6 5.2 22 3.1
I Don’t Know 35 30.4 163 22.6

Female students have access to female role models who
influence their enrollment into third-level STEM courses.
Strongly Agree 10 8.8 101 14.0
Agree 24 21.1 229 31.8
Neutral 25 21.9 136 18.9
Disagree 12 10.5 53 7.4
Strongly Disagree 4 3.5 19 2.6
I Don’t Know 39 34.2 182 25.3

FEMALE PURSUIT OF STEM IN IRELAND 175
Table 21 further summarizes respondent data collected from students regarding their
level of agreement that female students have access to female role models who influence their
enrollment into third-level STEM courses. The results for DGS students who agreed or strongly
agreed were 29.9%, nearly equal to those for DGS parents and parents from all schools (45.8%).
It is worth noting that a significant number of DGS and all students responded neutral or don’t
know (56.1% and 44.2%, respectively). Neither DGS nor all student responses presented a
dominant affirmative result, demonstrating a lack of clarity among students that female students
have access to female role models who influence their enrollment into third-level STEM courses.
Table 22 summarizes respondent data collected from teachers and administrators
regarding their level of agreement that female students have access to female role models who
influence their participation in SciFest. The results for DGS teachers and administrators who
agreed or strongly agreed were 62.5%, nearly equal to those for teachers and administrators
from all schools (61.7%). It is worth noting that a significant number of DGS and all teachers
and administrators responded neutral or don’t know (25.0% and 35.6%, respectively), indicating
a serious variance in perceptions among the teachers and administrators.
Table 22 also summarizes respondent data collected from teachers and administrators
regarding their level of agreement that female students have access to female role models who
influence their enrollment in senior-level STEM courses. The results for DGS teachers and
administrators who agreed or strongly agreed were 50.0%, nearly equal to those for teachers and
administrators from all schools (55.4%). A significant number of DGS teachers and
administrators responded neutral or don’t know (37.5%), compared to their all-peer group
(40.6%). The number of teachers and administrators who responded don’t know or neutral
indicated a serious variance in perceptions among teachers and administrators, demonstrating a
FEMALE PURSUIT OF STEM IN IRELAND 176
Table 22

Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 1 12.5 18 24.7
Agree 4 50.0 27 37.0
Neutral 2 25.0 15 20.5
Disagree 1 12.5 2 2.7
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 11 15.1

Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 0 0.0 10 13.5
Agree 4 50.0 31 41.9
Neutral 3 37.5 19 25.7
Disagree 1 12.5 3 4.1
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 11 14.9

Female students have access to female role models who
influence their enrollment into third-level STEM courses.
Strongly Agree 0 0.0 11 14.9
Agree 4 50.0 29 39.2
Neutral 3 37.5 18 24.3
Disagree 1 12.5 3 4.1
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 13 17.6

lack of clarity regarding whether female students have access to female role models who
influence their enrollment into senior-level STEM courses.
Table 22 also summarizes respondent data collected from teachers and administrators
regarding their level of agreement that female students have access to female role models who
FEMALE PURSUIT OF STEM IN IRELAND 177
influence their enrollment into third-level STEM courses. The results for DGS teachers and
administrators who agreed or strongly agreed were 50.0%, nearly equal to those for teachers and
administrators from all schools (54.1%). It is worth noting that a significant number of DGS and
all teachers and administrators responded neutral or don’t know (37.5% and 41.9%,
respectively).
Of particular note, within the DGS community, all STEM teachers were female and two
thirds of the administrators were female. This is not to infer bias but to acknowledge the
disproportionate gender distribution in the DGS sample, which may not align well to the all-
schools population of teachers and administrators.
Table 23 summarizes respondent data collected from parents regarding their level of
agreement that female students had access to female role models who influence their
participation in SciFest. The results for DGS parents who agreed or strongly agreed were 45.5%,
roughly equal to those for parents from all schools at 40.4%. It is worth noting that a majority of
DGS and all parents responded neutral or don’t know (54.6% and 51.9%, respectively). The
number of parents who responded don’t know or neutral indicates a serious variance in
perceptions among the parents regarding their level of agreement that female students had access
to female role models who influence their participation in SciFest.
Table 23 also summarizes respondent data collected from parents regarding their level of
agreement that female students had access to female role models who influence their enrollment
in senior-level STEM courses. The results for DGS parents who agreed or strongly agreed were
54.6%, higher than responses by parents from all schools at 40.4%. A significant number of DGS
parents responded neutral or don’t know (45.5%), compared to their all-peer group at 50.0%. A
majority of DGS parents agreed that female students have access to female role models who
FEMALE PURSUIT OF STEM IN IRELAND 178
Table 23

Participants’ Responses Regarding Whether Participation in SciFest Influences Student Interest
in Pursuing Coursework and/or Careers in Science, Technology, Engineering, and Mathematics
(STEM): Dublin Girls School (DGS) Parents and All Parents

DGS parents All parents
Survey item and response categories n % n %

Female students have access to female role models
who influence their participation in SciFest.
Strongly Agree 1 9.1 4 7.7
Agree 4 36.4 17 32.7
Neutral 1 9.1 8 15.4
Disagree 0 0.0 3 5.8
Strongly Disagree 0 0.0 1 1.9
I Don’t Know 5 45.5 19 36.5

Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 2 18.2 5 9.6
Agree 4 36.4 16 30.8
Neutral 0 0.0 7 13.5
Disagree 0 0.0 5 9.6
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 5 45.5 19 36.5

Female students have access to female role models who
influence their enrollment into third-level STEM courses.
Strongly Agree 1 9.1 4 7.7
Agree 2 18.2 17 32.7
Neutral 1 9.1 7 13.5
Disagree 1 9.1 5 9.6
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 6 54.5 19 36.5

influence their enrollment in senior-level STEM, while a majority of all students were neutral,
did not know, or disagreed.
Table 23 summarizes respondent data collected from parents regarding their level of
agreement that female students had access to female role models who influence their enrollment
FEMALE PURSUIT OF STEM IN IRELAND 179
into third-level STEM courses. The results for DGS parents who agreed or strongly agreed were
27.3%, lower than those for parents from all schools at 40.4%. It is worth noting that a majority
of DGS and all parents responded neutral or don’t know (63.6% and 50.0%, respectively).
Within the much smaller business leader and policymaker survey groups, no business
leaders and half of the policymakers agreed or strongly agreed that female students had access
to female role models who influence their participation in SciFest. Also, no business leaders and
75% of the policymakers agreed or strongly agreed that female students had access to female
role models who influence their enrollment in senior-level STEM courses. When asked whether
female students had access to female role models who influence their enrollment to third-level
STEM courses, no business leaders and all policymakers agreed or strongly agreed.
Survey responses indicated that, with few exceptions, female students lacked role models
throughout their career who would encourage continued pursuit of STEM coursework and
careers. Moreover, parental survey results indicated that the majority of parents did not consider
it their responsibility to provide role models for exposure in STEM fields. There may be many
reasons for this disconnect, and this could be an area of future study.
Interviews confirmed a lack of access to role models that might positively influence
female students’ interest in pursuit of STEM courses and careers. Access to role models is
important. Student interviews included the questions, Do you have resources available to you to
go meet people who might expose you to some of these other areas so you can help find an
informed choice eventually? Or you think you’ll have to wait until you go to college?
No, I think, cause a lot of my family went into STEM. So I could ask them, as well, I go
to open days and they talk about their course and what it involves, and there’s summer
FEMALE PURSUIT OF STEM IN IRELAND 180
schools, or you could do one day in University College Open and you try out the subject
as if you’re a student there. (Student 3, interview, April 17, 2018)
Student 3 shared that she had role models through family connections. While this benefit was
unique to her, she was aware of programs that provide access to role models, experts, and
content.
Other students were not aware of available role models and highlighted that need. Student
6 shared, “I feel like one immediately thinks of male scientists as such that come to these great
things, but if there was more female role models that were shown to us, I feel like it will benefit
us (interview, April 18, 2018). Student 6 pointed to a need for identifiable role models to help
female students to get past the perceived gender gap. This student went so far as to state that she
would have been more likely to study STEM subjects outside of biology if she had had role
models who shared the benefits of pursuing physics, chemistry, mathematics, or technology. A
common narrative among DGS students in their interviews was that parents did very little or
nothing to encourage the average student to pursue STEM outside of the caring professions (e.g.,
nursing or medical doctor). This issue was reinforced in teacher interviews.
Teacher 2 provided a vivid response to the question of whether there was a modeling
problem for female students at DGS concerning mathematics:
Hugely. Hugely. And I would experience this, and I have done where I’ve met parents
and they’ve said, “Are you the hired on math teacher?” And I’ve said, “Yes,” and they
go, “But surely it’s mister whatever.” They always expect it to be a man. And they’re
very surprised when it’s a woman. Students, they here at Radley they say it’s okay to be
bad at math or I can’t do this. So in my math classroom I have banned the statement, “I
can’t do this” or “I don’t like math.” (interview, April 18, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 181
While Teacher 2 identified a common problem that society (and parents) have yet to overcome
about perceptions regarding gender preference and/or ability, access to content contributes to the
problem of role models:
We’re doing an analysis about 2 years ago, and we discovered 40% of our students had
gone in to STEM. As a broad subject. However, most of them were in the biological
sciences. We would like to change that. For example, in one year grade we have 128
students in the year, and 120 of them do biology. Which is fantastic. Which is wonderful
to have as biology, I’m delighted. But in physics, we have nine students. And in
chemistry maybe we’re lucky if we get 30. So we need to balance that. It’s fine for
students to be interested, but sometimes we see that gender bounds going, “Oh, women in
the biological science is the more caring professions.” And they don’t actually realize that
the physics and the chemistry can just be just as involved and actually are just as
important if not more so. (interview, April 18, 2018)
Teacher 2 highlighted the importance of access to content as a means to provide initial role
models through teachers and access to the subject area resources that may follow and lead to
better role models. In this case, Teacher 2 showed how a better balance of offered courses might
address the problem.
Policymakers shared similar concerns about access and gender bias. Policymakers such
as Mary Mitchell O’Conner, Minister of State for Higher Education, shared her team’s
experience with parents while developing the national STEM policy statement, “A lot of parents
are encouraging their children to do the lower level maths because they feel that the time spent to
achieve the points on the higher levels maths, they get more points in other subjects” (interview,
FEMALE PURSUIT OF STEM IN IRELAND 182
April 19, 2018). The minister focused on parental guidance regarding subject choice and
preparation for the LCE as a negative influence for both access to content and role models.
Leonard Hobbs of Trinity College shared his assessment of the state of mathematics
instruction in Irish school as a bottleneck for female pursuit of STEM, especially mathematics-
based STEM:
Honors maths is about the teachers. You have to have the good teachers, and there
probably isn’t enough of them, enough good maths teachers to make a huge difference. A
lot of schools, girls, a lot of girl-only schools don’t have good maths teachers, because
historically doesn’t do it, so that’s a problem. (interview, April 16, 2018)
Mr. Hobbs pointed to the lack of access to basic knowledge necessary to pursue higher level
STEM subjects as a disparity. This problem of access ensures that female students will lack role
models in the school system to encourage their interest in pursuit of STEM courses and careers.
Theme 3: Female Participants in SciFest Believed That They Showed Lower Avoidance to
Math- or Technology-Based Content
Theme 3 related to Research Question 3 was that female participants in SciFest agreed
that they showed lower avoidance to mathematics-based or technology-based content, while
other stakeholders were unsure. Table 24 summarizes respondent data collected from students
regarding their level of agreement that female students who participate in SciFest avoid
mathematics-based or technology-based projects. The results for DGS students who agreed or
strongly agreed were 18.5%, lower than responses by students from all schools at 19.4%. A
significant number of DGS students responded neutral or don’t know (36.8%), compared to their
all-peer group at 34.2%. A significant number of DGS students responded disagree or strongly
disagree (44.7%) that female students who participate in SciFest tend to not select mathematics-
FEMALE PURSUIT OF STEM IN IRELAND 183
based or technology-based projects, compared to their all-peer group at 46.3%. The response
frequencies indicated that the largest group of respondents among DGS students and all female
students did not avoid mathematics and technology when developing SciFest projects.

Table 24

Participants’ Responses Regarding the Perception That Female Students Avoid Mathematics and
Technology When Developing SciFest Projects: Dublin Girls School (DGS) Students and All
Students

DGS students All students
Survey item and response categories n % n %

Female students who participate in SciFest tend to not
select maths-based or technology-based projects.
Strongly Agree 6 5.3 47 6.5
Agree 15 13.2 93 12.9
Neutral 16 14.0 122 17.0
Disagree 26 22.8 168 23.4
Strongly Disagree 25 21.9 165 22.9
I Don’t Know 26 22.8 124 17.2

Table 25 summarizes respondent data collected from teachers and administrators
regarding their level of agreement that female students who participate in SciFest tend not to
select mathematics-based or technology-based projects. The results for DGS teachers and
administrators who agreed or strongly agreed were 37.5%, nearly double the affirmative
responses by teachers and administrators from all schools at 19.0%. A significant number of
DGS teachers and administrators responded neutral or don’t know (37.5%), compared to their
all-peer group at 58.1%. A significant number of DGS teachers and administrators responded
disagree or strongly disagree (25.0%), compared to their all-peer group at 23.0%. The response
FEMALE PURSUIT OF STEM IN IRELAND 184
frequencies indicated that DGS teachers and administrators, as well as students, were divided on
the question of whether female students avoid mathematics and technology when developing
SciFest projects.

Table 25

Participants’ Responses Regarding the Perception That Female Students Avoid Mathematics and
Technology When Developing SciFest Projects: Dublin Girls School (DGS) Teachers and
Administrators and All Teachers and Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

Female students who participate in SciFest tend to not
select maths-based or technology-based projects.
Strongly Agree 1 12.5 3 4.1
Agree 2 25.0 11 14.9
Neutral 2 25.0 21 28.4
Disagree 2 25.0 12 16.2
Strongly Disagree 0 0.0 5 6.8
I Don’t Know 1 12.5 22 29.7

Table 26 summarizes respondent data collected from parents regarding their level of
agreement that female students who participated in SciFest tended not to select mathematics-
based or technology-based projects. The results for DGS parents who agreed or strongly agreed
were 18.2%, higher than responses by parents from all schools (15.3%). A significant number of
DGS parents responded neutral or don’t know (54.6%), compared to the all-peer group (48.1%)
or responded disagree or strongly disagree (27.3%), compared to the all-peer group (36.5%).
The response frequencies indicated that the largest response group was neutral or did not know
FEMALE PURSUIT OF STEM IN IRELAND 185
that female students tend not to select mathematics and technology when developing SciFest
projects.

Table 26

Participants’ Responses Regarding the Perception That Female Students Avoid Mathematics and
Technology When Developing SciFest Projects: Dublin Girls School (DGS) Parents and All
Parents

DGS parents All parents
Survey item and response categories n % n %

Female students who participate in SciFest tend to not
select maths-based or technology-based projects.
Strongly Agree 0 0.0 2 3.8
Agree 2 18.2 6 11.5
Neutral 1 9.1 5 9.6
Disagree 2 18.2 13 25.0
Strongly Disagree 1 9.1 6 11.5
I Don’t Know 5 45.5 20 38.5

Within the much smaller business leader and policymaker survey groups, business
leaders did not respond to this item, and no policymakers agreed or strongly agreed that female
students who participated in SciFest tended not to select mathematics-based or technology-based
projects; 75% disagreed. The most significant survey result was that DGS teachers and
administrators noted more significant mathematics and technology project avoidance than all
other groups. Interviews with students, teachers and administrators, business leaders, and
policymakers provided nuance and depth that supported the survey findings.
DGS SciFest participants (all females) generally agreed that they demonstrated a lower
avoidance of mathematics-based or technology-based content than other stakeholders perceived
FEMALE PURSUIT OF STEM IN IRELAND 186
them to do. Student 7 shared advice to help the school reach students who struggle with difficult
mathematics-based or technology-based content:
The way that students are taught science in school really needs to be more interactive. . . .
I’ve always felt that the way that they teach subjects in school is all very academic and it
doesn’t intrigue students as much and that you need to find ways to connect with the
students, especially in the maths aspect of science. There is just ways that they teach it
that you don’t really understand it, really. They need to find interactive ways and
examples and how it relates to life and how you can use it to actually get people to
understand it and find it interesting. (interview, April 18, 2018)
Student 7 spoke to the need for teachers and administrators to employ a PBL approach to
instruction, especially in relation to STEM subjects. While students noted that they would benefit
from other methods of learning mathematics, they reported adequate access to the subject matter.
Student interviews included the question, Do you think you get enough maths and higher
maths to access to some of the higher sciences? One student responded, “Yeah, I think so. . . .
We have double maths and stuff, and we have a higher class for if you’re fast” (Student 2,
interview, April 17, 2018). Student 2 identified pathways and access at her school, stating that
access is not a barrier to continued higher pursuit. Access is not the only concern in generalizing
this finding across the entire student group. Student 1 described the difficulty of mathematics:
I think most girls think, like, STEM is too hard, and that they wouldn’t be able for ... they
just think it’s all maths, and that’s everything, but like, it’s not at all. Like you don’t have
to do maths to do STEM. Like I know I absolutely hate maths, but I know I want to do
STEM. (interview, April 17, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 187
While Student 1 may show avoidance to mathematics, this has not diminished her interest in
STEM subject matter–aside from mathematics, obviously.
Student 3 pointed to society for mathematics avoidance:
It’s [mathematics] painted as this terrifying pain, and it’s so hard. Or like even in the
news you always hear, the Leaving Certificate maths exam or physics or chemistry is so
hard. So many students, say like it’s impossible. Even other students, my sister did
chemistry. It was awful and then even on TV as well. You can see it and they’re always
saying chemistry is so hard. (interview, April 17, 2018)
Student 3 pointed to societal pressure linked to the LCE as the cause for avoidance of
mathematics-based STEM subject matter. However, this perception did not control her choices
regarding subject matter as it might for other students:
Before I started the Leaving Certificate . . . I wanted to do science, I wanted to do
chemistry. But I’m not really sure now. Because I really started liking maths a lot more
so I’m kind of stuck. I don’t know what I want to do. But the science fair, like it
definitely helped using [mathematics] because we did a lot of statistical analysis on the
data we got. And just using the statistics or doing all this stuff, it helped me kind of
know, I wanted to kinda go into the science areas but I’m not really sure which.
(interview, April 17, 2018)
Student 3 described her personal persistence and resilience in the face of societal pressure in
STEM, but she did not represent the national norm.
Teacher 2 spoke to the impact of strong mathematics teachers at the primary grades,
“Students who come in with a teacher, who was strong at math at primary school, flourish.
Trying to balance it out, it’s very difficult to get them back on track (interview, April 18, 2018).
FEMALE PURSUIT OF STEM IN IRELAND 188
Teacher 2 spoke of the difficulty of helping a student to get to grade level following a primary
teacher who was weak in mathematics. Beyond that, Teacher 2 noted the larger societal pressure,
particularly from parents regarding subject matter pursuit among females in STEM. She
expressed her belief regarding the factors that limit female pursuit of STEM subjects in
secondary, third level, and career: “Peers, and the parents are the big ones. They don’t think it’s a
suitable job for a woman” (interview, April 18, 2018). This teacher was asked whether the
parents’ age was an issue (generational belief issue, old thinking):
Unfortunately, I don’t. I think it’s something we’re battling. That kind of negative
association from my generation and above where it’s okay to be bad at math, it’s okay to
be bad at science, but if I said to a student, “I can’t do English.” No one would say that.
“I can’t read.” No one says that. “Well, I can’t do math,” that’s perfectly acceptable. And
it is this acceptance that we have to battle. And I do with colleagues every day. Different
colleagues, I hear them say, “Oh, talk to your math teacher, I can’t do this.” And for them
I don’t find as a professional if you can’t do basic skills, to me that’s not acceptable.
(interview, April 18, 2018)
Teacher 2 shared her vision for a paradigm shift that requires direct intervention and a challenge
to social and historical norms. She is not alone in this stance. In fact, this new paradigm reaches
the topmost positions in government.
Tánaiste Simon Coveney (Prime Minister) shared his personal perspective regarding this
issue and expressed hope for extracurricular programs such as SciFest to serve as a means to
change social norms:
As somebody who grew up in a house full of boys, with five brothers, and somebody who
now has three daughters, I have seen, and I’m asking the questions, “Why shouldn’t they
FEMALE PURSUIT OF STEM IN IRELAND 189
be scientists?” In the same way, the questions were asked of me when I was growing up,
in terms of the perception that boys are better at maths than girls and therefore they
should be the scientists. We know now that that’s actually nonsense, and what, what is
has been is social engineering, and conditioning, to encourage people down certain career
paths and take certain subject choices in school. And we now in Ireland are challenging
those norms, and so, events and organizations such as SciFest, reaching out to girls’
schools as well as boys’ schools, and actually encouraging science as a way of thinking,
is actually exactly how we should be doing this. (interviews, April 20, 2018)
Tánaiste Coveney shared the position of this researcher as he strives for a better future for his
daughters. He is at the forefront of challenging the norms that have perpetuated the gender bias
in STEM. His leadership has resulted in creation of the new STEM policy for Ireland. His
perspective was informed by findings from the public engagement process that included Minister
of State for Higher Education, Mary Mitchell O’Conner:
Then parents are a huge influencer in this, because we did consultations with the STEM
policy statement, where we spoke to parents, we spoke to students, and we spoke to
teachers. Many parents are encouraging their children to do the lower level maths
because they feel that the time spent to achieve the points on the higher levels maths, they
get more points in other subjects. So we have to look at the parents influence as well in
relation to that. (interview, April 19, 2018).
This comment showed how the current LCE system pushes students away from the hard sciences
(mathematics based) by forcing them to make strategic decisions to maximize their admissibility
to the university of their choice. However, changes are being made to address these concerns, not
in the LCE but rather in the vocational teacher preparation programs:
FEMALE PURSUIT OF STEM IN IRELAND 190
In the Department of Education, and I think we’ll see the results of this is, that we’re
asking now that all our primary teachers will have honors maths in their Leaving
Certificate passing scores. You know, at a high level. So that when our primary teachers
are going back out into the classrooms, they’ll have a really good understanding of the
difficulties and the concepts that the children need to learn. (Mary Mitchell O’Conner,
interview, April 19, 2018)
Minister O’Conner pointed to a strategy of providing primary teachers who are more capable in
mathematics as a solution. This solution will take at least two generations to implement fully in
the face of normal teacher turnover.
Student 7 stated that, while she feels that she and her peers at DGS did not avoid
mathematics- and technology-based projects, teachers and administrators should do a better job
of providing content and instruction that is relevant and engaging to increase student
performance and pursuit in these areas.
Discussion Summary for Research Question 3
Survey and interview data were collected from students, parents, teachers and
administrators, and business leaders and policymakers in Ireland in April 2018 in order to
address Research Question 3, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The first theme was that
parents, teachers, administrators and policymakers overestimated the impact of SciFest
participation on female students’ continued pursuit of STEM courses and careers but saw age as
a major factor. Survey data collected regarding their level of agreement that SciFest influenced
the development of female students’ interest in enrolling in senior-level and third-level STEM
FEMALE PURSUIT OF STEM IN IRELAND 191
courses indicated that DGS students agreed or strongly agreed at a much lower rate than other
stakeholder groups, and students were the only stakeholder group below affirmative majority.
Interview data showed that participation increased students’ interest in STEM subjects.
However, participation in SciFest was not a determinant factor in female students’ continued
pursuit of STEM coursework and career when employed only in secondary school. Students
tended to revert to previously held beliefs or interests regarding STEM subjects and failed to
make the intended connections between participation and continued pursuit. However, SciFest is a
gateway or access point that could be used to identify females with a higher interest in
mathematics and technology than their peers. School leaders and parents should help students
(especially female students) to understand and value the linkages between participation in
science fair competitions, such as SciFest, and continued college/career pursuit of STEM
subjects based on that experience. Educators and policymakers agreed that using programs such
as SciFest to encourage continued pursuit of STEM coursework should be employed at a much
younger age; therefore, SciFest should consider expanding its primary-level program, even at the
expense of the secondary program.
The second theme was that students lacked role models who might positively influence
female students’ interest in pursuit of STEM courses and careers. Survey responses indicated
that, with few exceptions, female students lacked role models throughout their academic career
that would encourage their continued pursuit of STEM coursework and career. Moreover,
parental survey results indicated that the majority of parents did not consider it their
responsibility to provide role models for exposure in STEM fields, and students confirmed a high
level of parental disconnectedness in their interview responses. Interviews confirmed a lack of
access to female role models that might positively influence female students’ interest in pursuit
FEMALE PURSUIT OF STEM IN IRELAND 192
of STEM courses and careers. Several students expressed that they might have pursued STEM
subjects beyond biology if they had had female role models who demonstrated that the field was
possible and productive. Other areas that were highlighted included weak academic instruction in
mathematics, diminishing access to mathematics-based sciences, and factors that competed for
time between the LCE and role models.
The third theme was that female participants in SciFest reported lower avoidance of
mathematics-based or technology-based content, while other stakeholders were unsure. DGS
students reported a preference for PBL to increase their understanding and enjoyment of STEM
subject matter. Teachers and students identified a need to remove the conflicts between pursuit
of STEM subjects at the LCE, while teachers and policymakers stated that mathematics
instruction at the primary level must be dramatically improved to remove barriers to STEM in
the secondary level and beyond. The highest levels of governmental leadership have demanded
that Ireland lead the way in challenging old paradigms that have created historical gender gaps in
STEM and that programs to counteract this history, such as SciFest, are necessary. Government,
school leadership, and SciFest would benefit female students by collaboratively creating
communication campaigns designed to address parental and societal impediments to female
students’ STEM pursuit of courses and careers.
Findings for Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/ university professors, and MNCs have regarding the value of student
participation in SciFest? This research question was intended to yield information on the short-
and long-term benefits that students might realize by participating in SciFest competitions.
Science fair competitions are built on the PBL model, an approach to teaching in which students
FEMALE PURSUIT OF STEM IN IRELAND 193
respond to real-world questions or challenges through an extended inquiry process that often
involves peer collaboration, emphasis on critical thinking, and interdisciplinary learning
(Lattimer & Riordan, 2011). PBL is rooted in the constructivist learning theory of John Dewey;
it fosters student experiences in projects that mimic the work of actual scientists to promote
interest in and ownership of learning, as well as student discovery (Capraro et al., 2013). PBL is
highly correlated with students’ increased motivation to learn, work in teams, and develop
collaborative skills. PBL is highly recommended as a 21st-century teaching technique (Bender,
2012). The components of PBL that reinforce 21st-century skills are (a) brainstorming possible
solutions to problems, (b) dividing responsibilities for information gathering, (c) developing a
time line for information gathering, (d) searching for information on a problem or question, (e)
synthesizing collected data, (f) engaging in collaborative decision making, and (g) developing a
product or artifacts that allow students to communicate the results of their work (Bender, 2012).
Three important themes emerged related to this research question. The first theme was
that students benefit from participation in SciFest science fair competitions. The second theme
was that, while student perceptions varied, most stakeholders agreed that participation in science
fair competitions, such as SciFest, helps students to develop 21st-century skills. The third theme
was that students and parents did not link participation in science fair competitions to career
success in the same way as teachers, administrators, business leaders, educators, and
policymakers.
Theme 1: Stakeholders Overwhelmingly Believed That Students Benefit From
Participation in SciFest
Theme 1 related to Research Question 4 was that stakeholders clearly agreed that
students benefit from participation in SciFest. SciFest is a local, regional, national, and
FEMALE PURSUIT OF STEM IN IRELAND 194
international science fair program designed to encourage the love of STEM topics through
active, collaborative, authentic, inquiry-based learning to promote 21st-century skills and to
provide a forum for students to present and display their scientific investigations (Porter, 2017).
As students take control of their learning, both academically and cognitively, changes in
conceptual understanding occur as they learn to set goals, seek feedback, interpret input, adjust
behavior, and evaluate their ideas (Slough & Milam, 2013). Both the Intel Society for Science &
the Public (2016) and Slough and Milam (2013) identified the six major benefits of STEM PBL
in Ireland. First, in self-directed learning, students identify the subject matter to investigate. Self-
directed learning promotes confidence and strong student ownership of their projects and results.
Second, in learning that is relevant to their lives, students can select local or global topics of
relevance or interest to them and develop their own scientific investigations and models. Third,
in skills development, students learn through hands-on experimental and problem-based
approaches to learning. Skills development includes research methodologies, design of
experiments, data collection, evaluation and analysis, critical thinking, problem solving,
communications, innovation, and entrepreneurship. Fourth, through collaboration, students work
in groups, learning to be both tutors and learners while building social and collaborative skills.
Fifth, projects tend to support a cross-curricular and integrated approach to STEM learning.
Sixth, science fairs are an effective way to connect learning in the classroom to the external
world and the global grand challenges of food, water, energy security, health services, and
infrastructure (Slough & Milam, 2013). Bell (2010) pointed to PBL’s positive increases in social
learning through enhanced communication and collaborations, with the added benefit of students
presenting their finished work. The theoretical frameworks presented by Slough and Milam
(2013) and Wagner (2008) were used to analyze the themes related to Research Question 4.
FEMALE PURSUIT OF STEM IN IRELAND 195
Table 27 summarizes the data collected from students regarding their level of agreement
that they benefit from participation in science fair competitions, such as SciFest. Of the students
surveyed, 57.2% of DGS students agreed or strongly agreed and 68.8% of all students surveyed
agreed or strongly agreed that students benefit from participation in SciFest. Students clearly
valued their experience and were convinced that growth occurred. It is worth noting that 39.1%
of DGS students and 25.2% of all students responded neutral or did not know whether
participation in SciFest benefitted them. Since not all students at participant schools were
required to compete in a science fair competition, one could reasonably deduce that these
students likely did not participate and thus did not see the value. Factoring science fair
participation rates into the data could provide more clarity. However, only 3.9% of DGS students
and 6.0% of all students surveyed disagreed or strongly disagreed that participation in SciFest
benefits them, thus creating a basis from which to deduce that students who responded neutral or
do not know lacked understanding of the benefits due to their personal lack of experience in
participating in a science fair competition.

Table 27

Participants’ Responses Regarding Whether Students Benefit From Participation in Science Fair
Competitions Such as SciFest: Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

Students benefit from participation in SciFest.
Strongly Agree 15 14.3 319 28.9
Agree 45 42.9 441 39.9
Neutral 24 22.9 164 14.9
Disagree 3 2.9 40 3.6
Strongly Disagree 1 1.0 26 2.4
I Don’t Know 17 16.2 114 10.3

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Table 28 summarizes the data collected from teachers and school site administrators
regarding their level of agreement that students benefit from participation in science fair
competitions such as SciFest. Of the teachers and administrators surveyed, 100.0% of DGS
teachers and administrators agreed or strongly agreed and 100.0% of all teachers and
administrators surveyed agreed or strongly agreed that students benefit from participation in
SciFest. It is worth noting that all schools in the sample population participated in SciFest and
thus had “bought in” to the value proposition of participation. During the exit interview with the
research coordinator at DGS, the researcher learned that DGS survey participants in this category
included the three most senior administrators at the school and three senior science teachers. One
could argue that this group would be more likely to share a higher perception regarding the value
of participation in science fair competitions. When DGS teacher/administrator data were
compared with data from the all-teacher/administrator group, there were stark similarities in
perception.

Table 28

Participants’ Responses Regarding Whether Students Benefit From Participation in Science Fair
Competitions Such as SciFest: Dublin Girls School (DGS) Teachers/Administrators and All
Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

Students benefit from participation in SciFest.
Strongly Agree 5 71.4 52 70.3
Agree 2 28.6 22 29.7
Neutral 0 0.0 0 0.0
Disagree 0 0.0 0 0.0
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 0 0.0

FEMALE PURSUIT OF STEM IN IRELAND 197
Table 29 summarizes the data collected from DGS parents, all parents, business leaders,
and policymakers regarding their level of agreement that students benefit from participation in
science fair competitions such as SciFest. Of the parents surveyed, 81.8% of DGS parents agreed
or strongly agreed and 82.0% of all parents surveyed agreed or strongly agreed that students
benefit from participation in science fair competitions. While none of the parents perceived
participation in SciFest science fair competition as negative, 18.2% of DGS parents and 12.0%
of all parents did not know whether participation in science fair competitions benefited their
students. The pool of business leaders and policymakers who participated in the survey was quite
small; all agreed that participation in science fairs benefited students.

Table 29

Participants’ Responses Regarding Whether Students Benefit From Participation in Science Fair
Competitions Such as SciFest: Dublin Girls School (DGS) Parents, All Parents, Business
Leaders, and Policymakers

DGS All Business Policy
Survey item and response categories parents parents leaders makers

Students benefit from participation in SciFest.
Strongly Agree 2 15 0 4
Agree 7 26 1 0
Neutral 0 3 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 6 0 0

Survey results indicated that, generally, all stakeholder groups agreed that student
participation in science fair competitions such as SciFest, benefit students. The degree to which
stakeholder groups agreed or strongly agreed demonstrates strong alignment in perception or
FEMALE PURSUIT OF STEM IN IRELAND 198
belief. However, the degree to which student and parents responded neutral or do not know
warrants additional investigation and indicates that school leadership should do a better job in
communicating the benefits of participation in science fair competitions. This finding provides
guidance for Research Question 2 as to how school leadership can improve its influence on
participation in science fair competitions.
Interview data gathered from internal stakeholders, including students, teachers, and
administrators, at DGS supported the survey finding that students benefit from participation in
science fair competitions such as SciFest. Interviews provided specific benefits observed from
each stakeholder group’s perspective. All DGS students, teachers, and administrators stated that
the most significant benefit of participation in science fair competitions was increased
confidence generated through the experience. Intel (Society for Science & the Public, 2016)
identified benefits of STEM PBL that promote confidence and strong student ownership of their
projects and results.
Student 7, a Transition Year (Year 4) student at DGS, stated that participation in the
science fair helped to move her from theoretical knowledge to practice and exposed her to topics
that expanded her interest in other areas of science previously unknown to her:
I think it really opened my eyes to sciences and that there’s more to discover than what
we already know and that there’s a lot of interesting things you can do, really. There’s not
just the facts that there is in science, there’s like other aspects of science that you can
look at, like applying it and new solutions and things like that. And that’s fun. It’s fun to
see what you can do with it. (interview, April 18, 2018)
Student 7 noted, “There’s not just the facts that there is in science, there’s like other aspects of
science that you can look at, like applying it and new solutions and things like that.” This
FEMALE PURSUIT OF STEM IN IRELAND 199
concept was demonstrated by Wagner’s (2008) point that some schools are fixed in the 20th-
century education model of rote memorization, one-process solutions, and fact recall with
stagnation in student outcomes for those students who have not been trained in the higher-order
skills, such as critical thought and problem solving. In these schools, concepts and related
problems are learned in abstract and often lack significant relation to modern-day applications by
which students could internalize learning (Dede, 2010). Student 7 pointed to the application of
knowledge through participation in SciFest and commented, “and that’s fun” (interview,
April 18, 2018).
Student 10, another Year 4 student, shared how participation in SciFest science fair
competition had increased her curiosity and independence:
Just that you’re getting involved. You’re becoming more curious about things you want
to learn about. And you’re doing your own research and your own work, which helps in a
lot of places in life. It’s going to help you make up your own decisions. (interview,
April 18, 2018)
Curiosity was listed by Wagner (2008) as one of the seven essential survival skills, ability
to have and use curiosity and imagination. Curiosity and imagination allow the learner who has
mastered content to reimagine designs and processes and to use them to create a new potential
reality and create competitive advantages in a KBE (Wagner, 2008). Making the leap from rote
knowledge to creative application requires curiosity and imagination. Student 10 saw this as a
benefit of participation in science fair competitions.
As one might expect, teachers recognized the benefits of confidence on students’
acquisition of knowledge and skills. Teacher 1, the SciFest lead coordinator for DGS,
commented that
FEMALE PURSUIT OF STEM IN IRELAND 200
it would be the fact that they’ve [student science fair participants] realized that they can
do it [compete], and now the way things are moving you have to be able to work in a
team, that’s the biggest benefit . . . the confidence, maybe students who wouldn’t
normally have more confidence in dealing with certain subjects. (interview, April 17,
2018)
Teacher 1 focused on the ways in which SciFest participation benefits student learning. Slough
and Milam’s (2013) key concept in STEM PBL is making content accessible to students.
Teacher 1 saw SciFest participation as a means of making the content accessible to her students.
Teacher 2 focused on the ways in which SciFest participation benefits student learning:
If it’s carried out correctly they could benefit hugely, but it has to be more than you’re
doing a science competition, right that’s done. We have to use, what did you learn in that,
how was your project, what did you learn from that and how can that be used? Get the
students to present to each other, not just at the fair. Get other students, I find that peer-
to-peer learning is excellent. So if a student goes, “Why did you do it that way? I don’t
understand.” “Oh my gosh, I don’t understand. I don’t know why I did it that way.” But
even that questioning is absolutely vital. So it can’t just be, “We’ve done SciFest. That’s
done, now we’re over.” We need to use it feed off of it. (interview, April 17, 2018)
Teacher 2 spoke about the collaborative learning process that peer-to-peer presentation
creates to broaden knowledge and exposure across student groups (Wagner, 2008). Teacher 2
focused on the linkages among making content accessible to students, making thinking visible,
students learning from each other, and promoting autonomy and lifelong learning (Slough &
Milam, 2013).
FEMALE PURSUIT OF STEM IN IRELAND 201
Students and teachers were not alone in their perceptions regarding the value of
participation in science fair competitions such as SciFest; administrators also shared strong
positions regarding the benefits of participation. Deputy Principal 1 noted the importance of how
skills obtained through the science fair project process scaffold throughout academic careers in
that teachers must “try and make the skillset that they’re learning very clear to them, so they
realize that they can transfer those skills up at Leaving Cert[ificate]” (interview, April 18, 2018).
This statement demonstrated the Deputy Principal’s focus on making thinking visible for
students so that they could relate their learning within the context of their educational career
(Slough & Milam, 2013). The Deputy Principal commented that students benefit from
participation in science fair competitions because “it allows them some confidence as well, and
I’m just thinking of the SciFest down below [SciFest@School at DGS the prior year], and the
day that the students had and how they interpreted the data and gathered it, collated it”
(interview, April 18, 2018). Confidence continued as an emergent theme with the Principal (a
secondary-level science teacher before moving into administration), who understood the value of
the scientific method and STEM–PBL learning process for students.
STEM PBL provides the best method of implementation of STEM education at the
classroom level that incorporates 21st-century skills (Capraro et al., 2013). PBL is highly
correlated with students’ increased motivation to learn, work in teams, and develop collaborative
skills. PBL is highly recommended as a 21st-century teaching technique (Bender, 2012). The
components of PBL that reinforce 21st-century skills are (a) brainstorming possible solutions to
problems, (b) dividing responsibilities for information gathering, (c) developing a time line for
information gathering, (d) searching for information on a problem or question, (e) synthesizing
collected data, (f) engaging in collaborative decision making, and (g) developing a product or
FEMALE PURSUIT OF STEM IN IRELAND 202
artifacts that allow students to communicate the results of their work (Bender, 2012). The
Principal cited Bender’s (2012) fifth element of synthesizing collected data as a major benefit of
participating in science fair competitions.
Interviews with business leaders, policymakers, and leaders in higher education affirmed
that students benefit from participation in science fair competitions. Director of Innovation and
Research at Trinity College, Leonard Hobbs, said it best:
It’s much more than science–it’s the whole event, it’s the show. It’s the show business
part of the business. I had a manager of Intel once, had some great sayings, but one of the
ones that I love that I use myself a lot was that, you can pledge anything, when you’re
involved in business, you gotta realize there’s two types of business. There’s the business
and there’s the show business, and you have to do both. Science fairs is the show
business part of science, and that makes it interesting and useful. (interview, April 17,
2018)
Mr. Hobbs understood that great ideas abound but few get attention to generate broad acceptance
and find true usefulness. This was the basis of his focus on the presentation of information in a
manner that draws people in the “show business of business,” as he put it. He agreed that
students need to connect learning in the classroom to the external world and the global grand
challenges of food, water, energy security, health services, and infrastructure (Slough & Milam,
2013).
Observations conducted at DGS on April 18, 2018 showed a direct benefit to students
who participate in SciFest@ School. The lead science teacher (biology) who assisted with
coordination of surveys and interviews at DGS set up two classroom observations of her biology
class, which had a mix of students who had and had not participated in the local SciFest science
FEMALE PURSUIT OF STEM IN IRELAND 203
fair competition. The teacher conducted her class focused on preparation for data collection
related to an experiment, which was planned for the following day. Students were put into
groups of four. From the moment that students were released by the teacher to start the group
work portion of the lesson, each group quickly and naturally evolved into three categories: group
leaders, participants, and stragglers (students who were present but did not engage). Upon
completion of two separate lessons in two separate class periods with two distinct student groups
(one Year 4 and one Year 5), the teacher asked whether the researcher could identify the students
who had competed in SciFest. The researcher/observer identified those students with 100%
accuracy. Students with prior SciFest experience had assumed the leadership role in each student
group. Their prior experience served to make them confident in the scientific process, even
though the lesson material was new to them. The group leader communicated with each team
member succinctly and attempted to collaborate to help the group to reach consensus in
understanding key project knowledge and activities before moving on to the next step.
Confidence, leadership, communication, and collaboration were evident in each group leader.
The teacher pointed out individual students who were thought of (by staff) as having been
extremely shy and reserved prior to their SciFest experience. She shared that these students’
experience at SciFest had helped them to overcome this obstacle.
Theme 2: Most Stakeholders Believed That Participation in Science Fair Competitions
Such as SciFest Help Students to Develop 21st-Century Skills
Theme 2 related to Research Question 4 was that, while student perceptions varied, most
stakeholders agreed that participation in science fair competitions, such as SciFest, helps students
to develop 21st-century skills. The common rationale for the value of science fairs cited
throughout the literature is that they provide students opportunities for hands-on research and
FEMALE PURSUIT OF STEM IN IRELAND 204
learning as students demonstrate the ability to identify a problem, formulate a hypothesis,
determine a procedure, gather data, interpret results, and draw conclusions (Bellipanni & Lilly,
1999). Promoters of science fairs contend that participation in science fairs promotes the 21st-
century skills identified by Wagner (2008): (a) critical thinking and problem solving, (b)
collaboration and leadership, (c) agility and adaptability, (d) initiative and entrepreneurialism, (e)
effective oral and written communication, (f) ability to access and analyze information, and (g)
ability to have and use curiosity and imagination (Porter, 2017). For instance, SciFest’s mission
is
to provide an inclusive and accessible platform for students in Irish school to explore the
STEM disciplines in an investigative way and to present their findings to a wider
audience, thus supporting the development of key skills, including critical thinking,
problem solving, communication and collaboration. (SciFest, Ltd., 2014, p. 3)
Survey data showed that the majority of direct stakeholders (students, teachers/
administrators, and parents) agreed that participation in science fair competitions provides the
opportunity for students to develop 21st-century skills. The level of agreement varied, thus
providing opportunities for additional analysis. Table 30 shows students’ perceptions about
whether participation in science fairs provides opportunities for students to develop 21st-century
skills. Fifty percent of DGS students and 68.6% of all students agreed or strongly agreed that
participation in science fair competitions provides opportunities for students to develop 21st-
century skills. Examination of student responses pointed to a likelihood that DGS students did
not know whether there is a connection between their work to compete in science fair
competitions or did not agree that their work actually lends to development of 21st-century
skills. In fact, examination of this subgroup showed that DGS student had a generally more
FEMALE PURSUIT OF STEM IN IRELAND 205
ambivalent outlook or were less informed than the all-students group; 38.2% of DGS students
and 24.8% of all students were neutral or did not know whether participation in science fair
competitions helped them to develop 21st-century skills. It is striking that 11.8% of DGS
students and 6.5% of all students disagreed or strongly disagreed that participation in science
fair competitions helped them to develop 21st-century skills. This warrants further investigation
and might speak to other causes or school culture that could be of value in addressing Research
Question 2.

Table 30

Participants’ Responses Regarding Whether Participation in Science Fair Competitions, Such as
SciFest, Provides Opportunities for Students to Develop 21st-Century Skills: Dublin Girls School
(DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

SciFest provides opportunities for students to develop
21st-century skills.
Strongly Agree 7 6.4 254 22.9
Agree 48 43.6 508 45.7
Neutral 19 17.3 150 13.5
Disagree 12 10.9 57 5.1
Strongly Disagree 1 0.9 16 1.4
I Don’t Know 23 20.0 126 11.3

Table 31 shows teacher and administrators’ perceptions regarding students’ participation
in science fair competitions and whether that participation provides opportunities for them to
develop 21st-century skills. All DGS teachers/administrators and 98.7% of all teachers/
administrators agreed or strongly agreed that participation in science fair competitions provides
opportunities for students to develop 21st-century skills. It is important to note that all surveyed
FEMALE PURSUIT OF STEM IN IRELAND 206
teachers and administrators were active participants in the SciFest science fair competition, thus
leading to a higher level of buy-in regarding the benefits of participation. The one teacher/
administrator in the all-teacher/administrator group who responded disagree is considered a
statistical outlier in this analysis.

Table 31

Participants’ Responses Regarding Whether Participation in Science Fair Competitions, Such as
SciFest, Provides Opportunities for Students to Develop 21st-Century Skills: Dublin Girls School
(DGS) Teachers/Administrators and All Teachers/Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 3 37.5 35 46.7
Agree 5 62.5 39 52.0
Neutral 0 0.0 0 0.0
Disagree 0 0.0 1 1.3
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 0 0.0

Table 32 shows the perception of DGS parents, all parents, business leaders, and
policymakers regarding students’ participation in science fairs and whether that participation
provides opportunities for students to develop 21st-century skills. Of the parents surveyed,
72.7% of DGS parents and 78.0% of all parents, as well as all business leaders and policymakers
surveyed, agreed or strongly agreed that participation in science fair competitions provides
opportunities for students to develop 21st-century skills.
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Table 32

Participants’ Responses Regarding Whether Participation in Science Fair Competitions, Such as
SciFest, Provides Opportunities for Students to Develop 21st-Century Skills: Dublin Girls School
(DGS) Parents, All Parents, Business Leaders, and Policymakers

DGS All Business Policy
Survey item and response categories parents parents leaders makers

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 1 11 0 3
Agree 7 28 1 1
Neutral 1 3 0 0
Disagree 0 1 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 7 0 0

It is interesting that 27.3% of DGS parents and 20.0% of all parents responded neutral or
don’t know regarding whether student participation in science fair competitions provides
opportunities for students to develop 21st-century skills. Unlike the student surveys, where any
student could complete the survey, parent surveys were administered only to parents whose
student had participated in a science fair competition. Side-by-side comparison indicated that
38.2% of DGS students and 27.3% of DGS parents responded neutral, while 24.8% all students
and 20.0% of all parents did not know whether participation in science fair competitions
provided opportunities for students to acquire 21st-century skills. Both DGS students and DGS
parents were less informed or more ambivalent regarding this statement. This provides an area
for further investigation and potential remedial actions identified in Research Question 2.
Interview data gathered from internal stakeholders (students, teachers, and
administrators) at DGS supported the survey findings that student participation in science fair
competitions provides opportunities for students to acquire 21st-century skills. Parents were not
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accessible for interviews, and external stakeholders uniformly affirmed. The internal stakeholder
group had to be prompted with the definition of 21st-century skills in order to respond to
interview questions. Students were unaware of the terms associated with Wagner’s seven
survival skills for the 21st-century or the OECD definition. However, all students understood the
four C’s of communication (i.e., collaboration, creativity and critical thinking), as these are on
posters throughout the school.
Student 3 (Year 5 student) spoke about her experience participating the previous year in
SciFest regarding how her experience had contributed to her acquisition of 21st-century skills:
My project was a group project, just like communicating with the other members of the
group. We had to do it together and work on things and divide-up the work, talk, discuss
the project. You know, communicating your project ideas and getting your idea across to
the judges and explaining to them what you did and why you did it. And making sure you
get your message across properly. Especially the people who come up at the fair and who
did not really have a science background. I can’t explain it to them, like the judges who
were all experts in the field. . . . It was more straightforward to explain it to them. But the
people who came up, who maybe would have been younger or did not know what all this
stuff was. And having to explain to them. (interview, April 17, 2018)
Student 3 focused on her growth in communication skills developed by presenting to diverse
groups, from subject experts to student peers who lacked content knowledge. This student’s
focus on communication aligned with Wagner’s (2008) identified survival skill of effective oral
and written communication.
Student 9 (Year 4 student) responded in a manner that approached identifying all of
Wagner’s seven survival skills, albeit without using those terms:
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Creativity, as you say, because you can’t just submit any project. The hardest part is
actually thinking of the idea, and I think it helps you think outside (of school), . . .
because when you’re in school, you’re always just on what’s coming up in the exams?
You need to learn that book. When you do something at SciFest, it’s sort of opens up. . . .
You need to think outside just the curriculum. So for teamwork as well because you need
to work with the other people. (interview, April 18, 2018)
Student 9’s perceptions aligned closely to Wagner’ (2008) seven survival skills needed for
students to compete in a global economy: (a) critical thinking and problem solving, (b)
collaboration and leadership, (c) agility and adaptability, (d) initiative and entrepreneurialism, (e)
effective oral and written communication, (f) ability to access and analyze information, and (g)
ability to have and use curiosity and imagination. Student 9 understood the need to collaborate
and work in a team (skill b), to search for and find information to support nonstandard ideas
(skills a, f, and g), and work to come up with the idea (skills a, c, and d).
Teacher 2 shared her perception of 21st-century skills obtained through participation in
science fair competitions:
Collaboration is huge. There is no such thing as a solitary worker anymore. I think the
way careers are going, you have to adapt to change. You’re never going to be in one
career for your life, or even if you are, it’s going to still change radically. Collaboration is
vitally important. Teamwork. The students need to realize they’re not actually in
competition with each other. The big one is being able to adapt. Like we say, learning
from things that did not work. Just because it did work out, or it did not work the way
you expected it to, doesn’t mean it’s a wrong result, it’s what we learn from how we do
it. (interview, April 17, 2018)
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Teacher 2 spoke to Wagner’s (2008) survival skills of collaboration and leadership, agility and
adaptability, and initiative and entrepreneurialism.
Educational leader and policy contributor Leonard Hobbs is the Director of Innovation
and Research at Trinity College. He shared that participation in science fair competitions offers
opportunities for students to acquire 21st-century skills:
It’s usually beneficial. I think it helps give insight to being entrepreneurs, very important
skill to have in the 21st century. That’s what it is–you’re an entrepreneur for a few days,
right? Critical thinking, because it’s an individual project. Communication skills, you’re
communicating. You tick off quite a few, innovation, you know. They’re all there. It’s all
those things come together. It’s giving you a real-life experience that you don’t get in,
school is real life, but you don’t get in school. It’s like work experience, a type of work
experience. You’re getting that, so that’s a huge benefit of it. I actually think it’s the most
important benefit. (interview, April 17, 2018)
Director Hobbs has been a judge for many science fair competitions, such as SciFest and BT
Young Scholars. He has seen first hand the product of hundreds of hours of student work.
Without being prompted, Director Hobbs pointed to nearly all seven of Wagner’s (2008) survival
skills as benefits of participation.
One external stakeholder respondent provided a contrarian perspective. As a business
leader who had guided and directed several international teams on multiple expatriate
assignments across Europe, the United States, and Asia in research and development and
developed strategy for two Fortune 100 companies in the technology sector, his perspective
added value to this review. When asked about participation in science fair competitions
providing the opportunity for students to acquire 21st-century skills, he responded,
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One can speak about project learning. One can speak about teamwork. One can speak
about creative thinking and all of the above are spoken about frequently. Again, I hate to
say that it is the job of third level institutes to train STEM graduates in those skill sets,
not the second-level system. You need to have a basic framework of knowledge, of
experience and thinking to handle what you’re going to go through at third level . . .
every stage of education has a specific job, a specific function, and I would regard the
secondary level of education to be established a basic framework of knowledge and
guidelines that you can add to. There’s not enough time to do everything. So, critical
thinking is nice, but not at the expense of something else [content knowledge here].
(interview, April 19, 2018)
Mr. Hyland’s response mirrored that of Diane Ravitch (2009), who shared the position that the
21st-century skills movement a relabeled fad drawn from William Heard Kilpatrick’s project
method from 1918 and insisted that focusing on skills detracts from content knowledge
necessary to use those skills. While this viewpoint represents a minority opinion in the literature,
it is important to recognize that, while many senior leaders speak highly of the seven survival
skills as presented by Wagner (2008), these do not absolve employees from having technical
expertise within their area or job.
Observations conducted at SciFest@College on April 20, 2018, indicated a direct
correlation between participation in SciFest science fair competition and student acquisition of
21st-century skills. A female Year 4 student from a study participant school (not DGS) focused
on sustainability by building a solar-powered device for use in schools, agriculture, and health in
developing countries. The project goal was to develop a computer that could be powered by solar
electricity. This student demonstrated use of the 21st-century skills of communication,
FEMALE PURSUIT OF STEM IN IRELAND 212
collaboration, critical thinking, and creativity with direct evidence of her project development
process. She solicited feedback on her project by pitching it as a viable tool to support learning in
third-world countries. She included evidence of communication with nongovernmental
organizations (NGOs), where she solicited input and used their feedback to collaborate on a final
product. The evidence that she included was an email response from Trócaire, an NGO whose
mission is to support the most vulnerable people in the developing world while raising awareness
of injustice and global poverty in Ireland. The collaboration with Trócaire resulted in the student
producing a device that “works with the battery being charged from the solar panels” (interview,
April 20, 2018). She beamed with pride as she explained the process by which she had developed
her project and what she had learned. When asked by a judge about the skills that were gained in
developing and presenting her project, she identified collaboration as a key factor in her success.
Theme 3: Students and Parents Did Not Link Participation in Science Fair Competitions to
Career Success in the Same Way as Teachers, Administrators, Business Leaders, and
Educators and Policymakers
Theme 3 related to Research Question 4 was that students and parents did not link
participation in science fair competitions to career success in the same way as teachers,
administrators, business leaders, educators, and policymakers.
In 2015, a study led to Ireland’s creation of a national 5-year strategy called Innovation
2020, highlighting the availability and quality of Ireland’s graduates as essential for Ireland to
maintain its attractiveness for FDI (Interdepartmental Committee on Science, Technology, and
Innovation, 2015). The findings from the aforementioned study identified needed changes in
Irish STEM education policy that focused on integration of 21st-century skills and increased
female participation in STEM-related classes and jobs. The recent publication STEM Education
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Policy Statement 2017-2026 (Ireland DES, 2017) stated that Ireland has some challenges in its
STEM education. The top finding of the publication was to ensure that Irish students’ learning in
STEM disciplines would improve significantly, including further development of skills such as
problem solving, inquiry-based learning, and team work to address demands from the world of
work. Connection to Wagner’s (2008) seven survival skills for success in the 21st century and
Spring’s (2008) framework for globalization in education provided the theoretical frameworks to
analyze this issue.
Survey data showed that DGS students and parents did not understand the linkages
between their own perceptions regarding the positive value and impact of participation in science
fair competitions and employable skills learned through that participation. Table 33 shows
students’ responses regarding their perceptions that participation in science fair competitions,
such as SciFest, provides opportunities for students to develop and demonstrate the skills
necessary to work in the STEM field and/or a global economy.
Of the students surveyed, 22.5% of DGS students and 52.0% of all students agreed or
strongly agreed that participation in science fair competitions provides opportunities for students
to develop and demonstrate the skills necessary to work in a global economy. DGS students were
2.3 times less likely than their peers to understand the linkages between the skills learned and
developed through participation in science fair competitions. Examination of all students’
responses to the item indicated a likelihood that students did not know whether participation in
science fair competitions actually provides opportunities for students to develop and demonstrate
the skills necessary to work in a global economy. Examination of responses in this subgroup
showed that DGS students generally had a more uninformed, ambivalent, or negative outlook
than their peers, as 60.8% of DGS student and 38.2% of all students responded neutral or don’t
FEMALE PURSUIT OF STEM IN IRELAND 214
Table 33
Participants’ Responses Regarding Whether Participation in Science Fair Competitions, Such as
SciFest, Provides Opportunities for Students to Develop and Demonstrate Skill Necessary to
Work in Science, Technology, Engineering, and Mathematics (STEM) and/or a Global Economy:
Dublin Girls School (DGS) Students and All Students

DGS students All students
Survey item and response categories n % n %

SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 2 1.9 170 15.4
Agree 22 20.6 403 36.6
Neutral 42 39.3 249 22.6
Disagree 16 15.0 82 7.4
Strongly Disagree 2 1.9 29 2.6
I Don’t Know 23 21.5 168 15.6

Participants in SciFest demonstrate skills needed to
obtain careers in STEM fields.
Strongly Agree 7 6.5 185 16.8
Agree 40 37.0 424 38.5
Neutral 24 22.2 217 19.7
Disagree 8 7.4 54 4.9
Strongly Disagree 2 1.9 21 1.9
I Don’t Know 27 25.0 201 18.2

know and 16.9% of DGS students and 10.0% of all students disagreed or strongly disagreed.
Compared to their peers, DGS students were significantly less likely to value the linkages
between participation in science fair competitions and opportunities for students to develop and
demonstrate skills necessary to work in a global economy. While all student respondents were
administered the survey during their normal science period, many had not participated in a
science fair competition, which could account for the gap between agreement and all other
responses.
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Of the students surveyed, 43.5% of DGS students and 55.3% of all students agreed or
strongly agreed that participants in SciFest demonstrate skills needed to obtain a career in STEM
fields. DGS students were 21% less likely to understand those linkages. Examination of all
students’ responses to the item indicated a likelihood that students did not know whether
participation in science fair competitions actually provides opportunities for students to develop
and demonstrate the skills necessary to obtain a career in STEM fields. Examination of responses
in this subgroup showed that DGS student had a generally more uninformed, ambivalent, or
negative outlook than their peers, as 47.2% of DGS student and 37.9% of all students were
neutral or did not know whether participation in science fair competitions provided the skills
necessary to obtain a career in STEM field. Also, 9.3% of DGS students and 6.8% of all students
disagreed or strongly disagreed that participation in science fair competitions provided the skills
necessary to obtain a career in the STEM field. Compared to their peers, DGS students were
significantly less likely to understand the linkages between participation in science fair
competitions and opportunities for students to develop and demonstrate the skills necessary to
obtain a career in the STEM field.
Students’ perceptions regarding the benefits of participation in science fair competitions
should be a major consideration when developing revised strategies from Research Questions 2
and 3. School leadership must find ways to share the positive outcomes with both prospective
participants and nonparticipants.
Table 34 shows teachers’ and administrators’ perceptions regarding whether student
participation in science fair competitions, such as SciFest, provides opportunities for students to
develop and demonstrate the skills necessary to work in STEM and/or a global economy.
Seventy-five percent of DGS teachers/administrators and 92.0% of all teachers/administrators
FEMALE PURSUIT OF STEM IN IRELAND 216
agreed or strongly agreed with the statement. With a high agree/strongly agree response rate,
DGS teachers and administrators were 18.5% less likely to see participation in SciFest science
fair competitions as an outlet for students to develop and demonstrate skill necessary to work in a
global economy when compared to their peers. Examination of all responses to the item revealed
a major discrepancy between DGS teachers/administrators and all teachers/administrators. DGS
teachers/administrators were generally uninformed or more ambivalent than their peer group,
25.0% of DGS teachers/administrators and 6.6% of all teachers/administrators were neutral or
did not know whether participation in science fair competitions provides opportunities for
students to develop and demonstrate skill necessary to work in a global economy. Only one
response in the all-teachers/administrators group disagreed with this item and was treated as a
statistical outlier for this analysis.
These data showed that DGS leadership has work to do to help students and teachers/
administrators to connect the value of participation in SciFest science fair competition to
students’ future ability to work in a global economy. SciFest would benefit by helping all
stakeholder groups to understand exactly how student participation in SciFest helps students to
develop and demonstrate skills necessary to work in a global economy. DGS should examine its
efforts identified in Research Question 2 to develop new strategies to communicate and connect
students’ efforts through participation in SciFest with long-term personal goals. If students do
not see the value, they will not engage fully.
All DGS teachers/administrators and 96.1% of all teachers/administrators agreed or
strongly agreed that participation in science fair competitions provides opportunities for students
to develop and demonstrate skill necessary to work in STEM. Examination of all responses by
teachers/administrators to this item indicated that DGS teachers/administrators had a more
FEMALE PURSUIT OF STEM IN IRELAND 217
Table 34

Participants’ Responses Regarding the Perception That Participation in Science Fair
Competition Such as SciFest Provides Opportunities for Students to Develop and Demonstrate
Skills Necessary to Work in Science, Technology, Engineering, and Mathematics (STEM) and/or
a Global Economy: Dublin Girls School (DGS) Teachers/Administrators and All Teachers/
Administrators

DGS teachers/ All teachers/
administrators administrators
Survey item and response categories n % n %

SciFest provides opportunities for students to
develop 21st-century skills.
Strongly Agree 3 37.5 35 46.7
Agree 3 37.5 37 49.3
Neutral 1 12.5 4 5.3
Disagree 0 0.0 1 1.3
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 1 12.5 1 1.3

Participants in SciFest demonstrate skills needed to
Obtain careers in STEM fields.
Strongly Agree 3 37.5 34 45.3
Agree 5 62.5 38 50.7
Neutral 0 0.0 1 1.3
Disagree 0 0.0 1 1.3
Strongly Disagree 0 0.0 0 0.0
I Don’t Know 0 0.0 1 1.3

positive outlook regarding participation in science fair competitions as a means to provide
opportunities for students to develop and demonstrate skill necessary to work in STEM (0.0%
and 3.9%, respectively).
These data showed that DGS leadership, and nearly all teachers and administrators,
agreed that their efforts to help students through the SciFest science fair competition process
prepare students for careers in the STEM field. However, students and parents did not see the
connection as directly as did teachers and administrators. DGS, all schools, and SciFest could
FEMALE PURSUIT OF STEM IN IRELAND 218
benefit by helping students and parents to understand and link their student’s participation in the
SciFest science fair competition to actively developing and demonstrating the skills necessary to
work in the STEM field.
Table 35 shows perceptions by parents, all parents, business leaders, and policymakers
regarding whether students’ participation in science fair competitions, such as SciFest, provides
opportunities for students to develop and demonstrate skill necessary to work in STEM and/or a
global economy. Of the parents surveyed, 72.7% of DGS parents and 71.4% of all parents
agreed or strongly agreed with this statement. Examination of all parents’ responses to the item
indicated that who did not agree or strongly agree were neutral or did not know. Examination of
responses in this subgroup showed that DGS parents were generally uninformed or ambivalent to
a similar degree as their peer group, 27.3% of DGS parents and 26.5% of all parents were neutral
or did not know whether participation in science fair competitions provides opportunities for
students to develop and demonstrate skill necessary to work in a global economy. Only one
respondent in the all-parents group disagreed with this statement, and this response was treated
as a statistical outlier for this analysis.
Within the much smaller business leader and policymaker survey groups, 100% of
business leaders and 75% of policymakers agreed or strongly agreed that students’ participation
in science fair competitions, such as SciFest, provides opportunities for students to develop and
demonstrate skill necessary to work in a global economy.
Of the parents surveyed, 63.6% of DGS parents and 74.0% of all parents agreed or
strongly agreed that participation in science fair competitions provides opportunities for students
to demonstrate the skills necessary to obtain work in STEM. Examination of all responses by
parents indicated that DGS parents were more uninformed or ambivalent regarding this statement
FEMALE PURSUIT OF STEM IN IRELAND 219
Table 35

Participants’ Responses Regarding Whether Participation in Science Fair Competitions, Such as
SciFest, Provides Opportunities for Students to Develop and Demonstrate Skill Necessary to
Work in Science, Technology, Engineering, and Mathematics (STEM) and/or a Global Economy:
Dublin Girls School (DGS) Parents, All Parents, Business Leaders, and Policymakers

DGS All Business Policy
Survey item and response categories parents parents leaders makers

SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 0 6 0 3
Agree 8 29 1 0
Neutral 1 4 0 0
Disagree 0 1 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 9 0 1

Participants in SciFest demonstrate skills needed
to obtain careers in STEM fields.
Strongly Agree 0 4 0 3
Agree 7 33 1 1
Neutral 2 6 0 0
Disagree 0 1 0 0
Strongly Disagree 0 0 0 0
I Don’t Know 2 6 0 0

(36.4% and 24.0%, respectively). Only one respondent in the all-parents group disagreed with
the statement, and this response was treated as a statistical outlier for this analysis.
All business leaders and policymakers agreed or strongly agreed that students’
participation in science fair competitions, such as SciFest, provides opportunities for students to
demonstrate the skills necessary to work in the STEM field.
Interview data gathered from students, teachers and administrators, business leaders, and
policymakers supported the finding that students and parents did not link participation in science
FEMALE PURSUIT OF STEM IN IRELAND 220
fair competitions to career success in the same way as teachers, administrators, business leaders,
educators, and policymakers.
The first examination of the student interview transcripts provided a skewed perspective
regarding the linkage between participation in science fair competitions and the development of
skills necessary to be successful in the STEM field and/or a global economy. The students’
interview group consisted solely of prior SciFest participants, many of whom had won in their
respective category. Answers to most interview questions presented a highly motivated group
who rated their SciFest experience as excellent and potentially life changing. A fifth-year student
shared her experience in participating in SciFest: “It’s made me more interested in maybe like
picking a science career . . . if I hadn’t have done the competition, I don’t think I’d be interested
in science; but now that I have, I’m more interested in it” (interview, April 17, 2018). This
student’s experience shaped her interest in science and may have altered her life path.
A Year 4 student summed her perceptions regarding participation in SciFest:
It kind of exposes them to the topic, and it might just turn out to be something that
they’re really interested in. Then that could turn out to be what they want to do when
they’re older. It’s all to do with being given the opportunity to look at something and
seeing if it’s what interests you. (Student 7, interview, April 18, 2018)
Both students had experiences that had affected them significantly. Both had increased interest in
STEM and both have broadened their interests within the STEM category as a result of their
participation in SciFest. Despite these positive outcomes, both students identified the factor that
drove the disparity between the survey students’ group data and the qualitative data:
participation.
FEMALE PURSUIT OF STEM IN IRELAND 221
Almost lost in Student 1’s response was the cause of the gap between the survey response
rate and the highly positive interview responses: participation. Student 1 shared, “If I hadn’t have
done the competition, I don’t think I’d be interested in science” (interview, April 17, 2018). She
shared that her interest in science had increased through participation. Student 7’s response
implied the same concept: “It [participation] kind of exposes them to the topic, and it might just
turn out to be something that they’re really interested in (interview, April 18, 2018). Student 7
noted that exposure comes through participation as a means to drive interest. She carried that
theme forward: “It’s all to do with being given the opportunity to look at something and seeing if
it’s what interests you” (interview, April 18, 2018). She equated exposure with interest driven by
opportunity, and opportunity comes through participation in science fair competition. When this
context is added to the students’ survey data, a clearer picture emerges.
Prior participation is a major factor in students’ perceptions regarding the linkage
between participation in science fair competitions and career success. It could be reasoned that,
for students to value the link or to see the potential benefits of participation, they must
participate. Only 22.5% of DGS students and 52.0% of all students agreed or strongly agreed
that participation in science fair competitions, such as SciFest, provides opportunities for
students to develop and demonstrate skills necessary to work in a global economy; 60.8% of
DGS students and 38.2% of all students responded neutral or don’t know whether participation
in science fair competitions, such as SciFest, provides opportunities for students to develop and
demonstrate skills necessary to work in a global economy.
School restrictions prevented collection of parental interview data, thereby limiting
comparison of quantitative and qualitative data for this stakeholder group directly. Teachers’
perceptions regarding the linkage between participation in science fair competitions and career
FEMALE PURSUIT OF STEM IN IRELAND 222
success focused on key areas in Wagner’s (2008) seven survival skills: the emergent theme of
confidence and college-career pathway in science.
Teacher 2 provided a representative summary of the teacher and administrator group:
Massively, the sense of confidence. I think the self-esteem is probably the hardest thing,
particularly in girls. They have body image issues; there’s loads of things going on
obviously. In second year and usually in fourth year, fifth year, they have kind of, I’m
going to call it like peer issues where they’re falling in and out of groups and things like
that. (interview, April 18, 2018)
Teacher 2 recognized that female students in this age range need confidence to take risk. Without
confidence, students might be less likely to employ Wagner’s (2008) seven survival skills.
Teacher 2 discussed the impact of confidence on increased survival skills (Wagner, 2008):
But as the characteristics and talents or strengths that you get from it, you become very
confident in yourself that you can publicly speak to someone and actually to speak and
address a crowd. Often the girls will do an oral presentation to their class, but let’s say
having to do it to like a year group is completely different, particularly if they win big
prizes. But when you’re doing it from such a young age, it really increases your sense of
confidence of your ownership, improving communication skills, which in itself will
actually benefit across the board to other subjects. Also, for future like and for skills for,
let’s say, being interviewed, being confident enough to meet someone, shake their hands.
Even discuss, you know like when you’re meeting someone, just to give them a firm
shake hands as opposed to let’s say kind of the wet fish shake hands, you know what I
mean? Just presentation skills. (interview, April 18, 2018)
FEMALE PURSUIT OF STEM IN IRELAND 223
Teacher 2 illustrated how participation in SciFest provides valuable 21st-century skills of
communication beyond the traditional classroom activity:
Even their technical background of like having to put something together to tweak it and
actually to critique it. . . . I suppose we’re all our own harshest critics, but to actually read
through the material and then say, “No, I need to improve this or modify this,” and their
evaluation of their own work. (interview, April 18, 2018)
Teacher 2 pointed to the deepened critical thinking and reasoning skills that provide for a
complete metacognitive loop across students’ work. Evaluating the quality of a student’s work
takes practice and a learned objectivity that comes only through intentional development of 21st-
century skills. Next, Teacher 2 discussed how college-career pursuits have improved with the
increased popularity of science fair competitions such as SciFest:
I definitely know growing up that because we did not have the same. The only science
course that I was aware of was that you only did science or you did like science teaching.
They were the only two that I was aware of. I did not know that you could go into like
theoretical physics or you could do clinical sciences or biomedical sciences. (interview,
April 18, 2018)
Teacher 2 shared her perception regarding better access and course offerings available to
students compared to those offered in her youth.
Policymakers noticed similar benefits. At the policy level, those who directed programs
at the university level had a unique perspective. Leonard Hobbs, Director of Innovation and
Research at Trinity College, shared his views on the applicability of 21st-century skills gained
through participation in science fair competitions:
FEMALE PURSUIT OF STEM IN IRELAND 224
I think it helps give insight to being entrepreneurs, very important skill to have in the 21st
century. That’s what it is, is you’re an entrepreneur for a few days, right? Critical
thinking, because it’s an individual project. Communication skills, you’re
communicating. You tick off quite a few, innovation, you know. They’re all there. It’s all
those things come together. I’m probably exaggerating a bit now, but it brings those
things together, so I think it’s usually important. It’s giving you a real-life experience.
That you don’t get in, school is real life, but you don’t get in; it’s like work experience, a
type of work experience. I think it’s much more than science. It’s the whole event–it’s the
show. It’s the show business part of the business. I had a manager of Intel once, had some
great sayings, but one of the ones that I love that I use myself a lot was that, you can
pledge anything, when you’re involved in business, you gotta realize there’s two types of
business. There’s the business and there’s the show business, and you have to do both.
Science fairs is the show business part of science, and that makes it interesting and
useful. (interview, April 16, 2018).
Mr. Hobbs understood that brilliant scientists struggle to present their ideas to the right people.
He referred to it as the “show business of science” and illustrated how participation in science
fairs helps to prepare students for the real world. Furthermore, Mr. Hobbs highlighted a few of
the major skills gained through participation in science fair competitions: entrepreneurism,
critical thinking, and communication—all necessary in a global economy (Spring, 2008; Wagner,
2008).
Discussion Summary for Research Question 4
Survey, interview, and observation data were collected from students, parents, teachers
and administrators, business leaders, and policymakers in Ireland in April 2018 to address
FEMALE PURSUIT OF STEM IN IRELAND 225
Research Question 4, What perceptions do teachers, principals, parents, students, civic leaders,
college/ university professors, and MNCs have regarding the value of student participation in
SciFest? The first theme indicated that stakeholders clearly agreed that students benefit from
participation in SciFest. Results showed that all stakeholder groups generally agreed that student
participation in science fair competitions, such as SciFest, benefits students. The degree to which
stakeholder groups agreed and strongly agreed demonstrates alignment in perceptions or beliefs.
However, the degree to which students and parents responded neutral or did not know warrants
investigation and indicates that school leadership must to do a better job in communicating the
benefits of participation in science fair competitions. This finding provides guidance for
Research Question 2 as to how school leadership can influence participation in science fair
competitions.
The second theme showed that, while student perceptions varied, most stakeholders
agreed that participation in science fair competitions, such as SciFest, helps students to develop
21st-century skills. The majority of stakeholders agreed or strongly agreed that participation in
science fair competitions such as SciFest benefits students and helps them to develop 21st-
century skills, despite stakeholders’ inability to directly identify 21st-century skills by name.
However, there was a significant breakdown between students, their parents, and all other
stakeholders regarding the value of participation in science fair competitions as a means to
develop and demonstrate the skills necessary to work in the STEM field and/or a global
economy; and the driver of that differential is prior participation in science fair competitions.
The third theme was that students and parents did not link participation in science fair
competitions to career success in the same way as teachers, administrators, business leaders,
educators, and policymakers. Examination of responses to items focused on participation in
FEMALE PURSUIT OF STEM IN IRELAND 226
SciFest as a means to prepare for work in a global economy or for work in the STEM field
showed that the majority of all stakeholder groups agreed. However, the level of agreement that
participation in SciFest STEM competition as a means to prepare for work in a global economy
or for work in the STEM field by students and parents was significantly lower than for other
stakeholders and to students and parents in the all-schools group. A science teacher and an
educational policymaker articulated the true benefits of participation and outlined the major
skills gained through participation in science fair competitions: entrepreneurism, critical
thinking, and communication—all necessary in a global economy (Spring, 2008; Wagner 2008).
Chapter Summary
This chapter began with an overview of the research design, study participants, and data
analysis method, followed by a discussion of the results and findings of the study related to the
four research questions. Table 3 provided a summary of all participants who were surveyed,
interviewed, and/or observed. Themes were developed to make connections between the
literature and the study data, including supporting data from surveys, interviews, and
observations, to triangulate results (Merriam & Tisdell, 2016).
Significant prior research exists regarding the influence of globalization (Friedman,
2007) on the Irish education system and the country’s journey toward globalization of its
education system and educational policies (Spring, 2008). Little research exists regarding the
influence of SciFest and other science fairs on student development of 21st-century skills;
however, studies on PBL STEM, which forms the foundation of the science fair competition
experience, have shown a strong linkage in the development of 21st-century skills (Slough &
Milam, 2013; Wagner, 2008). The low numbers of female participants in mathematics-based
sciences warrants an understanding of the drivers and power structures that perpetuate this
FEMALE PURSUIT OF STEM IN IRELAND 227
imbalance (Acker, 1987). Leadership is a powerful influencer in education; however, as with all
leadership challenges, seeing the problem through the correct leadership lens is essential to
solving real-world problems (Bolman & Deal, 2013).
Research Question 1 was intended to yield information that could identify steps that
schools could take to allow meaningful participation in science fair competitions, particularly in
the Senior Cycle, while acknowledging the LCE as a competing priority for students (Bolman &
Deal, 2013; Holton, 2017; King, 2017; Slough & Milam, 2013; Spring, 2008; Wagner, 2008).
Two themes emerged related to Research Question 1.
The first them was that the majority of students, teachers and administrators, parents, and
policymakers agreed that school leadership employs strategies to encourage participation in
SciFest. Despite the positive perceptions about school leadership efforts, perceptions expressed
by students, parents, and business leaders regarding the efficacy of traditional strategies
undertaken by school leadership to communicate and influence stakeholders were extremely low,
thus leaving a large gap between what school leadership claimed that it is accomplishing and
what other stakeholders perceived (Tables 4-6; Bolman & Deal, 2013). The difference creates
exceptional opportunities for school leadership to improve its efforts to meet the needs of all
stakeholders, including communication and structural and symbolic leadership efforts (Bolman
& Deal, 2013).
The second theme was that there was significant variance in the level of agreement that
teachers and school leadership encourage participation in SciFest in order to support students’
success on state examinations. Students communicated the perception that teachers encourage
participation in SciFest in order to support students’ success on state examinations but provided a
substantially lower rating for the same item when it was applied to school leadership’s motives.
FEMALE PURSUIT OF STEM IN IRELAND 228
The discrepancy (Tables 7-9) between DGS and the all-schools data was driven by the fact that
teachers are the driving force for implementation of SciFest, and students rely heavily on
teachers for their success on state examinations (Bolman & Deal, 2013). Clearly different from
students’ perceptions, teachers/administrators and policymakers showed a stronger belief that
school leadership was the driving force behind students’ success in SciFest in order to support
their success on the LCE and state examinations (Bolman & Deal, 2013).
The objective of Research Question 2 was to determine current perceptions regarding
school leadership’s inputs that affect students’ interest and participation in SciFest. In response
to this question, three themes emerged.
The first theme was that stakeholders generally agreed that school leadership is a positive
influence on SciFest at their school. The majority of all stakeholder groups agreed that school
leadership is a positive influence on SciFest competitions (Bolman & Deal, 2013). Despite the
positive finding, DGS respondents were significantly more likely to respond other than agree or
strongly agree than their all-peer groups (Tables 10 and 11). In fact, DGS students were 30.1%
more likely to respond neutral or did not know to the statement than all students, while DGS
teachers and administrators were 48.8% more likely to respond similarly when compared to their
peers at all schools. The data indicated that the majority of students, parents, teachers/
administrators, and policymakers agreed that school leadership is a positive influence on SciFest
competitions. However, DGS showed a lower affirmative response rate across all internal
stakeholder groups (students, parents, and teachers/administrators) and a higher neutral/don’t
know response rate when compared to the all-stakeholder groups.
The second theme was that DGS students perceived that school leadership does not
allocate adequate resources to participate in SciFest. This finding gives emphasis to a substantial
FEMALE PURSUIT OF STEM IN IRELAND 229
problem for the future viability and students’ satisfaction for participation in SciFest when
compared to other stakeholders or peers at similar schools (Tables 12-14). Responses other than
agreement indicated a major disconnect between students and school leadership at DGS that was
not as serious at peer schools.
The third theme was that stakeholders generally did not agree that school leadership
effectively engages in or communicates a shared vision for SciFest competitions at their school.
Two questions were posed to determine the level of agreement with this statement. A shared
vision is a group endeavor. Only the DGS and all teachers and administrators had a majority
agree or strongly agree at 50.0%, for the question about school leadership; all other stakeholders
were well below majority agreement (Tables 15-17). The DGS parents’ group was the only
group to achieve a majority agreement that school leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers, administrators, business leaders, and
policymakers) for implementing SciFest competition at the school. In each case, the majority
was weak.
In response to Research Question 3, three themes emerged. The first theme indicated that
parents, teachers, administrators, and policymakers overestimated the impact of SciFest
participation on female students’ continued pursuit of STEM courses and careers but saw age as
a major factor. Survey data (Tables 18-20) regarding their level of agreement with this statement
showed that DGS students agreed or strongly agreed at a much lower rate than other stakeholder
groups, and students were the only stakeholder group below majority. Interview data showed that
participation increased students’ interest in STEM subjects. However, participation in SciFest is
not a determinant factor in female students’ continued pursuit of STEM coursework and career
when employed only in secondary school and in isolation from other important inputs such as role
FEMALE PURSUIT OF STEM IN IRELAND 230
models. Students tended to revert to previously held beliefs or interests regarding STEM subjects
and failed to make the connections desired between participation and continued pursuit. However,
SciFest is a gateway or access point that could be used to identify females with a higher interest in
mathematics and technology than their peers (Acker, 1987; Bolman & Deal, 2013). School
leaders and parents could assume the responsibility to help students (especially female students)
to understand and value the linkages between participation in science fair competitions, such as
SciFest, and the appropriateness of continued college/career pursuit of STEM subjects (Acker,
1987; Bolman & Deal, 2013). Educators and policymakers agreed that using programs such as
SciFest to drive continued pursuit of STEM coursework should be employed at a much younger
age; therefore, SciFest should consider expanding its primary level program, even if this
expansion later comes at the expense of the secondary program (Acker, 1987; Bolman & Deal,
2013).
The second theme was that students lacked role models who might positively influence
female students’ interest in pursuit of STEM courses and careers. Surveys (Tables 21-23)
showed that, with few exceptions, female students lacked role models throughout their academic
career who would encourage their continued pursuit of STEM coursework and career. Moreover,
parental survey results showed that the majority of parents did not consider it their responsibility
to provide role models for exposure in STEM fields, and students confirmed a high level of
parental disconnectedness in their interview responses. Interviews confirmed a lack of access to
female role models who might positively influence female students’ interest in pursuit of STEM
courses and careers. Several students expressed that they might have pursued STEM subjects
beyond biology if they had had female role models who demonstrated that it was possible and
productive (Acker, 1987). Other areas highlighted included weak academic instruction in
FEMALE PURSUIT OF STEM IN IRELAND 231
mathematics, diminishing access to mathematics-based sciences, and competing factors between
the LCE and time for role models (Acker, 1987; Bolman & Deal, 2013).
The third theme was that female participants in SciFest showed lower avoidance to
mathematics-based or technology-based content, while other stakeholders were unsure (Tables
24 -26). DGS students shared a preference for PBL to increase their understanding and
enjoyment of STEM subject matter (Slough & Milam, 2013). Teachers and students shared the
need to remove conflicts between pursuit of STEM subjects at the LCE, while teachers and
policymakers agreed that mathematics instruction at the primary level must be dramatically
improved to remove barriers to STEM in secondary levels and beyond (Acker, 1987). The
highest levels of governmental leadership have demanded that Ireland lead the way in
challenging old paradigms that have created historical gender gaps in STEM and that programs
to counteract this history, such as SciFest, are necessary (Acker, 1987; Bolman & Deal, 2013).
Government, school leadership, and SciFest would benefit female students by collaboratively
creating communication campaigns designed to address the parental and societal impediments to
female STEM pursuit of courses and careers.
Research Question 4 was intended to yield information on the short- and long-term
benefits that student might realize by actively participating in SciFest science fair competitions.
Three themes emerged related to this question.
The first theme indicated that stakeholders clearly agreed that students benefit from
participation in SciFest. All stakeholder groups generally agreed that student participation in
science fair competitions, such as SciFest, benefits students. The degree to which stakeholder
groups agreed demonstrated alignment of perceptions or beliefs (Tables 27-29). However, the
degree to which student and parents responded neutral or did not know warrants additional
FEMALE PURSUIT OF STEM IN IRELAND 232
investigation and demonstrates that school leadership should do a better job in communicating
the benefits of participation in science fair competitions (Bolman & Deal, 2013; Spring, 2008).
This finding provides guidance for Research Question 2 regarding how school leadership can
exert more positive influence on participation in science fair competitions.
The second theme was that, while students’ perceptions varied, most stakeholder agreed
that participation in science fair competitions, such as SciFest, helps students to develop 21st-
century skills (Wagner, 2008). The majority of stakeholders agreed or strongly agreed that
participation in science fair competitions such as SciFest benefits students and helps them to
develop 21st-century skills, despite stakeholders’ inability to identify 21st-century skills by
name. However, there was a significant breakdown between students, their parents, and all other
stakeholders regarding the value of participation in science fair competitions as a means to
develop and demonstrate the skills necessary to work in the STEM field and/or a global
economy. The driver of that differential was prior participation in science fair competitions
(Spring, 2008; Wagner, 2008).
The third theme was that students and parents did not link participation in science fair
competitions to career success in the same way as did teachers, administrators, business leaders,
educators, and policymakers (Friedman, 2007; Spring 2008). Examination of responses to this
item showed that the majority of all stakeholder groups agreed (Friedman, 2007; Spring 2008).
However, responses of DGS students and parents were much less affirmative than all-peer group
responses. Only science teachers and an educational policymaker could clearly articulate the true
benefits of participation and outline the major skills gained through participation in science fair
competitions, including entrepreneurism, critical thinking, and communication, all of which are
necessary in a global economy (Spring, 2008, Wagner 2008).
FEMALE PURSUIT OF STEM IN IRELAND 233
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Ireland has become the zenith of reinvention as it has transformed from the poorest
country in Western Europe to the Celtic Tiger, only to suffer disproportionately in the recession
of 2007-2008, and now finds itself labeled the Celtic Phoenix today (Dorgan, 2006; Fanning &
Munck, 2016; O’Hagan & Newman, 2014). Ireland is a unique example of a country that
embraced globalization and leveraged the economic drivers that multinational corporations
(MNCs) bring to a country with a properly managed foreign direct investment (FDI) program
(Friedman, 2007). MacGuill (2016) wrote that Ireland has been and remains one of the top most
globalized countries in the world. However, the conditions for a successful economy do not
happen by chance; it involves building a platform and creating conditions for innovation and
investment, and that starts with education. Thurow (2000) posited, Ireland became a platform
builder and invested in infrastructure, education, and research and development to allow its
citizens the opportunity to earn a higher standard of living. “In just 15 years, Ireland went from
Britain’s ex-colony on the European periphery to the epitome of neo-liberal globalization”
(Fanning & Munck, 2016, p. xix). In response to declining economic conditions, Ireland created
a national 5-year strategy, Innovation 2020 that recognized that the availability and quality of
Ireland’s graduates are essential for Ireland to maintain its attractiveness for FDI
(Interdepartmental Committee on Science, Technology, and Innovation, 2015).
Efforts post Innovation 2020 have resulted in the creation of Ireland’s STEM Education
Policy Statement 2017-2026 (Ireland DES, 2017). This publication outlined the major challenges
in Ireland’s STEM education future that included the following:
FEMALE PURSUIT OF STEM IN IRELAND 234
 Ensure that Irish students’ learning in STEM disciplines significantly improves,
including the further development of skills such as problem-solving, inquiry-
based learning and team working to address demands from the world of work;
 Increase the number of students choosing STEM subjects in post-primary schools,
those progressing to STEM pathways in Further or Higher Education and those
who take up careers in STEM;
 Increase participation of females in STEM education and careers;
 Raise interest in, and awareness of the range of exciting careers in STEM; Ensure
young people sustain their involvement in STEM education. (p. 10)
This mixed methods convergent parallel study examined the perceptions of students,
parents, teachers, school administrators, business leaders, educational leaders and policymakers
regarding the influence of globalization, leadership, and science fairs on the female acquisition
of 21st-century skills and their college-career pursuit of science, technology, engineering, and
mathematics (STEM) in response to Ireland’s STEM Education Policy Statement: 2017-2026.
This study builds on several prior studies that established solid links between
globalization, MNCs, and FDI and Irish educational policies that promote student acquisition of
21st-century skills by employing PBL as a platform from which students pursue studies in
STEM. This study expands on the prior frameworks and is located at the rather busy intersection
of globalization of education (Freidman, 2007; Spring, 2015), STEM via PBL (Slough & Milam,
2013), and 21st-century skills (Wagner, 2008), while adding leadership (Bolman & Deal, 2013),
and feminist theory (Acker, 1987). The goal was to examine how female students engage in and
pursue STEM via science fair competitions from the Senior Cycle to career as essential to
achieving Ireland’s goal to move up the value chain and further into the KBE.
FEMALE PURSUIT OF STEM IN IRELAND 235
Responses to individual research questions from various stakeholders in and affiliated
with the Irish secondary education system including students, parents, teachers, and
administrators from DGS and 12 other public schools in Ireland, as well as business leaders and
policymakers in Dublin and Cork. Collection of perceptions and beliefs from each stakeholder
allowed the researcher to construct meaning by triangulation of findings and results from
surveys, interviews, and observations that were coded to develop themes (Creswell, 2015).
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, leadership practices, and female student participation in the SciFest science fair
competition. The study examined how school leadership influences student participation in
SciFest while preparing for the LCE. This study also investigated how SciFest influences female
students’ interest in STEM courses and stakeholders’ perceptions of SciFest’s value in preparing
students to compete in the 21st-century workforce.
Chapter 1 provided the roadmap for this dissertation. It introduced the study and provided
an overview, presented the statement of the problem, the purpose of the study, the research
questions, the significance of the study, the limitations, delimitations, and defined key terms.
Chapter 2 presented a review of the pertinent literature regarding globalization, the
history of Ireland, Ireland’s education system, and student participation in science fairs as a
driver to increase 21st-century skills and female pursuit of STEM-related studies and careers.
Significant prior research exists regarding the influence of globalization (Friedman, 2007) on the
Irish education system and the country’s journey toward globalization of its education system
and educational policies (Holton, 2017; King, 2017; Spring, 2015). Little research exists
regarding the influence of SciFest and other science fair competitions on student development of
FEMALE PURSUIT OF STEM IN IRELAND 236
21st-century skills, but studies on project-based learning (PBL STEM), which form the
foundation of the science fair competition experience have shown a strong linkage in the
development of 21st-century skills (Slough & Milam, 2013; Wagner, 2008). The low numbers of
female participants in mathematics-based sciences warrants an understanding of the drivers and
power structures that perpetuate this imbalance (Acker, 1987). Leadership has been shown to be
a powerful influencer in education; however, as with all leadership challenges, seeing the
problem through the correct leadership lens is essential (Bolman & Deal, 2013).
Chapter Three described the research methods used in conducting this convergent parallel
mixed method case study, including use of multiple data sources and participants representing
divergent viewpoints to triangulate data to confirm, cross-validate, and corroborate findings
(Creswell, 2014). A description of the research design, research team, sample and population,
instrumentation, data collection, and data analysis was included. Reference to the Institutional
Review Board (IRB #UP-18-00119, approved March 8, 2018) approval documentation
authorizing the student form and content and provided proof of adherence to the study design.
This chapter concluded with a discussion regarding the validity, reliability and ethical
considerations for this study.
Chapter Four provided an overview of the research design, study participants, and data
analysis, followed by a discussion of the results and findings of the study related to the four
research questions. Themes were developed to make connections between the literature and data
and include supporting data from surveys, interviews and observations to triangulate results
(Merriam & Tisdell, 2016).
FEMALE PURSUIT OF STEM IN IRELAND 237
Chapter Five summarizes the overall findings, identifies implications for future practice,
and provides recommendations for further research. The four research questions that guided the
study were the following:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
Summary of Findings
Eleven themes emerged from the data analysis conducted in this study. This section
presents a summary of the discussion findings related to the study’s four research questions.
Findings for Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the state exams?” This research question was intended to yield information that could identify
steps that schools could take to allow for meaningful participation in science fair competitions,
particularly in the Senior Cycle, while acknowledging the LCE as a competing priority for
students (Holton, 2017, King, 2017). The terms Leaving Certificate Examination and state
examinations were used interchangeable in this study. The literature review provided theoretical
frameworks from which to evaluate this research question with Friedman’s (2007) globalization,
Spring’s (2008) globalization of education, and Bolman and Deal’s (2013) leadership. The data
results for Research Question 1 yielded two themes.
FEMALE PURSUIT OF STEM IN IRELAND 238
The initial theme related to Research Question 1 was that DGS stakeholders perceived
that teachers and administrators positively influence participation in SciFest. The majority of
students, teachers and administrators, parents, and policymakers perceived that school leadership
employs strategies to positively influence participation in SciFest. Despite the positive
perceptions about the efforts of school leadership, students, parents, and business leaders’
perceptions regarding the efficacy of traditional strategies undertaken by school leadership to
communicate and influence stakeholders were extremely low, thus leaving a large gap between
what school leadership felt it was accomplishing and what other stakeholders perceived (see
Tables 4-6; Bolman & Deal, 2013). The difference creates exceptional opportunities for school
leadership to better meet the needs of all stakeholders, including noted needs by all stakeholder
groups for better communication, as well as structural and symbolic leadership efforts being keys
to success (Bolman & Deal, 2013; Friedman, 2007; Spring, 2008). Traditional engagement
strategies such as family science night, social media communications, and working with teachers
to align classroom curriculum and the SciFest experience to the LCE would help students and
parents to recognize the value of participation in SciFest.
The second theme related to Research Question 1 was that there was significant variance
in the opinion that teachers and school leadership encourage participation in SciFest in order to
support students’ success on state examinations. Students communicated the perception that
teachers encourage participation in SciFest in order in order to support students’ success on state
examinations but provided a substantially lower rating on the same question when applied to
school leadership’s motives. The discrepancy (as seen in Tables 7-9) was driven by the fact that
teachers were the driving force for implementation of SciFest and that students rely on teachers
heavily for their success in SciFest and on state examinations (Bolman & Deal, 2013). Vastly
FEMALE PURSUIT OF STEM IN IRELAND 239
different from students’ perceptions, teachers/administrators and policymakers demonstrated a
stronger opinion that school leadership was the driving force behind students’ success in SciFest
in order to support students’ success on the LCEs (state examinations; Bolman & Deal, 2013).
School leaders too often find themselves operating from the political lens due to challenges of
competing interests and resources. For example, school rankings are based on students’ passage
rates for the LCE. Without proper alignment of resources, principals are squeezed for time and
have not taken direct leadership of programs such as SciFest.
In summary, two themes provided a better understanding of the first research question
regarding how schools can productively engage in SciFest while accounting for the competing
demands of and preparing students for the LCE. School leaders need to use Bolman and Deal’s
(2013) symbolic leadership lens and understand that when facing uncertainty and ambiguity,
people (i.e., students, parents, and teachers) create symbols to resolve confusion, find direction,
and anchor hope and faith. Events and processes are often more important for what is expressed
than for what is produced.
Findings for Research Question 2
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” The objective of this research question was to determine current perceptions regarding
school leadership’s inputs that affect student interest and participation in SciFest because
participation in science fair competitions such as SciFest harnesses the benefits of the STEM–
PBL model to develop 21st-century skills (Slough & Milam, 2013; Wagner, 2008). This research
question produced three themes.
The first theme related to Research Question 2 was that stakeholders generally perceived
that school leadership is a positive influence on SciFest at “my school.” Examination of this
FEMALE PURSUIT OF STEM IN IRELAND 240
question showed that the majority of all stakeholder groups agreed that school leadership is a
positive influence on SciFest competitions at their schools (Bolman & Deal, 2013). Despite the
positive finding, DGS participants were significantly more likely to respond with the perceptions
neutral, don’t know, disagree, or strongly disagree than their peer groups at the other schools
studied (see Tables 10 and 11). In fact, DGS students were 30.1% more likely to respond neutral
or don’t know to the statement, “School leadership is a positive influence on SciFest
competitions at my school,” compared to the all-students group, while DGS teachers and
administrators were 48.8% more likely to respond similarly when compared to their peers at all
schools. The data highlighted that the majority of students, parents, teachers-administrators, and
policymakers agreed that school leadership is a positive influence on SciFest competitions at
“my school.” However, DGS had a lower affirmative response rate across all internal stakeholder
groups (students, parents, and teachers-administrators), and a higher neutral/don’t know response
rate compared to the same all-stakeholders’ groups.
The second theme related to Research Question 2 was that DGS students perceived that
school leadership does not allocate adequate resources to participate in SciFest compared to
other stakeholders or peers at similar schools (Acker, 1987; Bolman & Deal, 2013). Enough
students did not know, were neutral, or disagreed with the question, “School leadership allocates
adequate financial resources to effectively participate in SciFest at my school (Bolman & Deal,
2013). This finding lends emphasis to a substantial problem for the future viability and the
satisfaction of students, parents, and teachers regarding participation in SciFest compared to
other stakeholders or peers at similar schools (see Tables 12-14). Enough DGS students
responded don’t know, neutral, or disagreed with the assertion that school leadership provides
support, including time, materials and training, for participation in SciFest, thus demonstrating a
FEMALE PURSUIT OF STEM IN IRELAND 241
major disconnect between students and school leadership at DGS that was not as serious at peer
schools (Bolman & Deal, 2013). This finding directly speaks to the STEM Education Policy
Statement challenges that show the need to “increase the number of students choosing STEM
subjects in post-primary schools” and “increase participation of females in STEM education and
careers” (Ireland DES, 2017, p. 10).
The third theme related to Research Question 2 was that stakeholders generally did not
perceive that school leadership effectively engages in or communicates a shared vision for
SciFest competitions at their school (Bolman & Deal, 2013). Two questions were posed to
determine the level of agreement with the questions, “School leadership develops a shared vision
for implementing SciFest at my school” and “School leadership effectively communicates a
shared vision to all stakeholders (e.g. with students, parents, teachers, etc.) for implementing
SciFest competition at the school.” A shared vision is a group endeavor. Only the DGS teachers
and administrators and their peers in the all-schools group had a majority positive response rate
for the question, “School leadership develops a shared vision for implementing SciFest at my
school.” All other stakeholders were well below a majority agreement (see Tables 15-17). The
DGS parent group was the only group to achieve a majority agree or strongly agree for the
question, “School leadership effectively communicates a shared vision to all stakeholders (e.g.,
students, parents, teachers, administrators, business leaders, and policymakers) for implementing
SciFest Competition at the school.” In each case where the majority was achieved, it was
achieved just barely at or near 50%. This finding means that a significant percentage of all
stakeholders responded neutral, don’t know, disagree, or strongly disagree across both
questions, thus demonstrating that school leadership has not developed or communicated a
shared vision for SciFest at their school (Bolman & Deal, 2013).
FEMALE PURSUIT OF STEM IN IRELAND 242
In summary, three themes provided a better understanding of the second research
question regarding how school leadership influences participation in SciFest. Results showed
that despite perceptions of inadequately funding participation in science fair competitions and
failure to create a shared vision for SciFest at DGS, school leadership has positive capital with
nearly half of each stakeholder group. Before undertaking the traditional strategies identified in
Research Question 1, school leaders could significantly strengthen the SciFest program at DGS
by bringing stakeholders through a process by which a shared vision is created (Bolman & Deal,
2013). Then DGS school leadership could engage expanded channels of communication to
connect with all stakeholders moving forward. Large-scale stakeholder engagements and
communication campaigns build inertia for schools and programs. This inertia could be used to
raise outside funding to help with the lack of internal funding to adequately support SciFest at
DGS (Acker, 1987).
Findings for Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female
students’ interest in enrolling into senior-level and third-level STEM courses?” The objective of
this question was to see whether there was a correlation between voluntary participation in
SciFest and forward interest in STEM coursework and career in alignment.
The first theme related to Research Question 3 was that parents, teachers, administrators,
and policymakers overestimated the impact of SciFest participation on female students’
continued pursuit of STEM courses and careers but saw age as a major factor. Survey data (see
Tables 18-20) collected regarding their opinion that SciFest influences the development of
female students’ interest in enrolling in senior-level and third-level STEM courses showed that
DGS students agreed or strongly agreed at a much lower rate than did other stakeholder groups,
FEMALE PURSUIT OF STEM IN IRELAND 243
and students were the only stakeholder group below majority (Acker, 1987). Interview data
showed that participation does increase students’ interest in STEM subjects. However,
participation in SciFest is not a determinant factor in females’ continued pursuit of STEM
coursework and career when employed only in secondary school and in isolation from other
important inputs such as role models (Acker, 1987). Students tended to revert to previously held
beliefs or interests regarding STEM subjects and failed to make the connections desired between
participation and continued pursuit (Acker, 1987). This finding directly contradicted the findings
from previous studies conducted in 2016; however, SciFest is a gateway or access point that
could be used to identify females with a higher interest in math and technology than their peers
demonstrated (Acker, 1987; Bolman & Deal, 2013). School leaders and parents could be tasked
with helping students (especially female students) understand and value the linkages between
participation in science fair competitions such as SciFest and the appropriateness of continued
college-career pursuit of STEM subjects (Acker, 1987; Bolman & Deal, 2013). Educators and
policymakers demonstrated an opinion that using programs such as SciFest to drive continued
pursuit of STEM coursework should be employed at a much younger age; therefore, SciFest
should consider expanding its primary level program, even if this comes at the expense of the
secondary program later on (Acker, 1987; Bolman & Deal, 2013).
The second theme related to Research Question 3 was that students lacked role models
who might positively influence female students’ interest in pursuit of STEM courses and careers
(Acker, 1987). Surveys showed (see Tables 21-23) that with few exceptions throughout their
academic career, female students lacked role models who would encourage their continued
pursuit of STEM coursework and career (Acker, 1987; Bolman & Deal, 2013). Moreover,
parental survey results showed that the majority of parents did not consider it their responsibility
FEMALE PURSUIT OF STEM IN IRELAND 244
to provide role models for exposure in STEM fields (or for any reason) and that in their
interview responses, students confirmed a high level of parental disconnectedness (Acker, 1987).
Interviews confirmed a lack of access to female role models who might positively influence
female students’ interest with respect to pursuit of STEM courses and careers. Several students
expressed that they might have pursued STEM subjects beyond biology if they had female role
models who demonstrated that it was possible and productive (Acker, 1987; Bellipanni & Lilly,
1999). Other areas highlighted included weak academic instruction in mathematics, diminishing
access to math-based sciences, and competing factors between preparing for the LCE and time
for role models (Acker, 1987; Bolman & Deal, 2013).
The third theme related to Research Question 3 was that female participants in SciFest
perceived that they showed lower avoidance to math-based or technology-based content, while
other stakeholders were unsure (see Tables 24-26). DGS students shared a preference for project-
based learning (PBL) to increase their understanding and enjoyment of STEM subject matter
(Slough & Milam, 2013). Teachers and students shared the need to remove the conflicts between
pursuit of STEM subjects and the LCE, while teachers and policymakers shared their opinion
that mathematics instruction at the primary level must be dramatically improved to remove
barriers to STEM in secondary education and beyond (Acker, 1987). Finally, the highest levels
of governmental leadership have demanded that Ireland lead the way in challenging old
paradigms that have created historical gender gaps in STEM and that programs to counteract this
history, like SciFest, are necessary (Acker, 1987; Bolman & Deal, 2013). Finally, government,
school leadership, and SciFest could provide substantial benefit to female students by
collaborating with them to create communication campaigns designed to address the parental and
FEMALE PURSUIT OF STEM IN IRELAND 245
societal impediments to females’ pursuit of STEM courses and careers (Acker, 1987; Bolman &
Deal, 2013).
In summary, three themes provided a better understanding of the third research question
regarding how participation in SciFest influences female students’ interest in enrolling into
senior-level and third-level STEM courses. School leadership and teachers must be explicit with
students and parents to help them make the connections between participation in science fair
competitions and future benefits. The revised communication strategy could be used to solicit
parents, business leaders, and policymakers as role models to ensure that students understand the
realm of possibilities available to them within the STEM fields. Finally, school leaders, teachers,
and policymakers must be more assertive and vocal with students and parents to demand better
student performance in mathematics at all levels of schooling. Intervention and support programs
must be in place for this step to be successful.
Findings for Research Question 4
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest?” This research question was intended to yield information on the short-
and long-term benefits that student might realize by actively participating in SciFest science fair
competitions. Science fair competitions are built on the PBL model. PBL is an approach to
teaching in which students respond to real-world questions or challenges through an extended
inquiry process that often involves peer collaboration, emphasis on critical thinking, and
interdisciplinary learning (Lattimer & Riordan, 2011).
The first theme related to Research Question 4 was that stakeholders overwhelmingly
perceived that that students benefit from participation in SciFest. The degree to which
FEMALE PURSUIT OF STEM IN IRELAND 246
stakeholder groups agreed and strongly agreed demonstrated overwhelming alignment in
perception or belief (see Tables 27-29). However, the degree to which student and parents
responded neutral or don’t know warrants additional investigation and demonstrates that school
leadership must do a better job of communicating the benefits of participation in science fair
competitions (Bolman & Deal, 2013; Spring, 2008). This finding provides guidance for
Research Question 2 as to how school leadership can better influence participation in science fair
competitions.
The second theme related to Research Question 4 was that while student perceptions
varied, most stakeholders perceived that participation in science fair competitions, such as
SciFest, help students to develop 21st-century skills (Wagner, 2008). The degree to which
stakeholders agreed or strongly agreed indicated that universally, the majority of stakeholders
agreed that participation in science fair competitions such as SciFest benefits students and helps
them to develop 21st-century skills, despite stakeholders’ inability to directly identify 21st-
century skills by name. However, there was a significant breakdown between students, their
parents, and all other stakeholders regarding the value of participation in science fair
competitions as a means to develop and demonstrate the skills necessary to work in the STEM
field and/or a global economy. The driver of that differential was prior participation in science
fair competitions (Acker, 1987; Spring, 2008; Wagner, 2008).
The third theme related to Research Question 4 was that students and parents did not link
participation in science fair competitions to career success in the same way that teachers,
administrators, business leaders, educators, and policymakers did (Acker, 1987; Friedman, 2007;
Spring, 2008). Examination of questions that focused on participation in SciFest as a means to
prepare for work in a global economy or for work in the STEM field revealed that the majority of
FEMALE PURSUIT OF STEM IN IRELAND 247
all stakeholder groups agreed (Friedman, 2007; Spring 2008). However, DGS student and
parents expressed their beliefs at a lower level than their all-peer group (Acker, 1987; Bolman &
Deal, 2013). Only science teachers and an educational policymaker could clearly articulate the
true benefits and outline the major skills gained through participation in science fair
competitions, including entrepreneurism, critical thinking, and communication, all of which are
necessary in a global economy (Spring, 2008; Wagner 2008).
In summary, three themes provided a better understanding of the fourth research question
regarding the perceptions that teachers, principals, parents, students, civic leaders, college/
university professors, and MNC representatives had regarding the value of students’ participation
in SciFest. School leadership would benefit by taking the strategies outlined in Research
Questions 1 and 2 to address the underlying culture that caused the lower response frequencies
by DGS students and parents regarding the benefits of participation in SciFest science fair
competitions. School leaders must recognize the difference between communicating facts and
communicating in a way that motivates students, parents, teachers, and administrators to act
using the four frames of leadership presented by Bolman and Deal (2013). By evaluating the
efficacy of different models of engagement, school leadership will adapt to better meet the needs
of all stakeholders.
Implications for Practice
The flattening of world economies through globalization and the demand for 21st-century
skills has shifted the paradigm for teaching STEM (Bybee, 2010; Friedman, 2007; Wagner,
2008). Earlier research focused heavily on globalization and the impact of FDI on educational
policy across borders. MNCs often drive demand for workers who possess 21st-century skills,
thus prompting shifts in local educational policies and classroom instruction to meet the demands
FEMALE PURSUIT OF STEM IN IRELAND 248
of the new, higher skilled jobs. From this work grew an interest in the linkages of science fair
competitions as a means to increase female students’ pursuit of STEM-related career fields and
acquisition of 21st-century skills.
The first implication for practice is that too much of the leadership burden of SciFest falls
on the science teachers. This research study showed that student participation in science fair
competitions, such as SciFest, increases students; interest in STEM. However, too much of the
leadership burden to drive students’ participation in SciFest@School rests with the lead science
teachers, as seen at all schools in the study. The majority of students, teachers, and
administrators, parents, and policymakers perceived that school leadership employs strategies to
positively influence participation in SciFest science fair competitions. Despite the positive
perceptions about school leadership efforts, the perceptions of students, parents, and business
leaders regarding the efficacy of traditional strategies undertaken by school leadership to
communicate and influence stakeholders were extremely low, thus leaving a large gap between
what school leadership felt that it was accomplishing and what other stakeholders perceived (see
Tables 4-6; Bolman & Deal, 2013). The difference creates exceptional opportunities for school
leadership to better meet the needs of all stakeholders, including noted needs by all stakeholder
groups communication as well as structural and symbolic leadership efforts being key to success
(Bolman & Deal, 2013).
School leaders should collaborate with SciFest to engage local stakeholders to develop a
shared vision for SciFest at their school. Then schools should roll out a stakeholder engagement
campaign created by SciFest (as this effort is too cumbersome for an extracurricular activity to
be developed by school staff) in order to generate positive perceptions and encourage students’
FEMALE PURSUIT OF STEM IN IRELAND 249
participation. The materials would include predrafted template communications in the form of
flyers, banners, emails, and letters designed to inform, motivate, and celebrate SciFest at DGS.
The second implication for practice is that students need help understanding and
connecting their experiences in SciFest to preparation for the job market (King, 2017). This issue
was especially true for female students, one of whom stated, “I feel like one immediately thinks
of male scientists as such that come to these great things, but if there was more female role
models that were shown to us, I feel like it will benefit us (Student 6, interview, April 18, 2018).
This student pointed to a need for identifiable role models to help female students overcome
perceived gender gaps. This student and several others shared that they would have been more
likely to study STEM subjects outside of biology if they had role models who shared the benefits
of pursuing physics, chemistry, mathematics, or technology. The next step necessary to help
students understand the connection between their experiences in SciFest and preparation for the
job market would be an explicit module in the form of two lessons. The first lesson would be at
the start of the SciFest project selection process, which encourages students to investigate issues
and the people who work to address them. This lesson could be used to encourage students to
seek out role models under the supervision of their teacher. Finally, students should have to
include a written narrative with their project submission for judging that includes the process
they used to investigate the industry and role models who work in that industry that they would
seek out if they were to take their project to the next level. These two activities will help teachers
to guide students to make explicit connections between their experiences in SciFest and
preparation for the global job market and/or careers in STEM.
The third implication for practice is that PBL must be included as an integral component
of the Irish education curriculum. At the classroom level, PBL provides the best method of
FEMALE PURSUIT OF STEM IN IRELAND 250
implementation of STEM education that incorporates 21st-century skills (Capraro et al., 2013).
Students learn to investigate, collect data, and conduct research to develop and create newfound
knowledge. This instructional strategy is an approach to teaching in which students respond to
real-world questions or challenges through an extended inquiry process that often involves peer
collaboration, emphasis on critical thinking and interdisciplinary learning (Lattimer & Riordan,
2011). PBL fosters students’ experiences in projects that mimic the work of actual scientists to
promote interest in and ownership of learning, as well as student discovery (Capraro et al.,
2013). PBL is highly correlated with students’ increased motivation to learn, to work in teams,
and to develop collaborative skills. PBL is highly recommended as a 21st-century teaching
technique (Bender, 2012). The components of PBL that reinforce 21st-century skills are (a)
brainstorming possible solutions to problems, (b) dividing responsibilities for information
gathering, (c) developing a time line for information gathering, (d) searching for information on
a problem or question, (e) synthesizing collected data, (f) engaging in collaborative decision
making, and (g) developing a product or artifacts that allow students to communicate the results
of their work (Bender, 2012). PBL allows teachers to create or purchase curriculum that has
developed projects that support a cross-curricular, as well as an integrated approach to connect
learning in the classroom to the external world.
This implication for research could be addressed through a combination of professional
development for all teachers to allow PBL to be employed in all subjects, or even in
collaboration across subjects. Additionally, adoption of grade-level curriculum with developed
PBL options for teacher use would ensure a broader implementation across subjects and schools
throughout the country.
FEMALE PURSUIT OF STEM IN IRELAND 251
Recommendations for Future Research
Recommendations for future research are listed in order of difficulty from easiest to most
difficult and are comprised of survey design; meta-analysis study; study design; logistics and
access, including 21st-century skills on the LCE; and longitudinal data.
The first recommendation for future research would be to modify the survey design.
Surveys used in this study were constructed using a 6-point Likert scale. A 6-point Likert scale is
a traditional 5-point scale of strongly agree, agree, neutral, disagree, and strongly disagree with
the added option of don’t know. It turned out that the option don’t know provided an easy out for
respondents and likely affected data results, as a significant number of respondents often chose
this response option. Results may have been substantially different with the more limited option
set of the traditional 5-point Likert scale.
The second recommendation for future research is to conduct a meta-analysis study using
data from the more than 60 schools visited in Ireland and Costa Rica over the past 4 years with
dissertation chair Michael Escalante. Findings from this study would be more generalizable and
could provide opportunities and challenges that have yet to be properly examined.
The third recommendation for future research is related to the methodology of the study.
The depth of data collection was contingent on the degree to which the researchers had access to
SciFest, MNCs, government and school officials, teachers and administrators, and students, as
well as the respondents’ availability and willingness to participate in observations, interviews,
and surveys. Continued research would benefit from changing the study methodology from a
mixed-method, convergent parallel study design, where quantitative and qualitative data are
collected simultaneously, to a mixed-method, sequential explanatory design study (Creswell,
2014). This change would allow the researcher to gather and analyze quantitative survey data
FEMALE PURSUIT OF STEM IN IRELAND 252
prior to designing interview and observation protocols. Changing the study design would
increase the duration of research engagement but would not increase the time required at the
school site.
The fourth recommendation for future research centers on logistics and access. The most
challenging aspect of a school site study is logistics and access to participants. A study of this
magnitude would benefit from a greater quantity of data that could be collected over multiple site
visits. Multiple visits would allow the research project to evolve and gain greater depth and
clarity for the researcher while accounting for the operational realities of a school, as many
students and staff have conflicts (e.g., sporting events, field trips, examinations) that would
exclude them from a one-visit engagement.
The fifth recommendation for future research is inclusion of 21st-century skills on the
LCE. The STEM Education Policy Statement 2017-2026 outlined the policies and steps
necessary to achieve productive STEM education in Ireland so that students may gain greater
interest and proficiency in STEM and develop 21st-century skills. Making 21st-century skills
part of the LCE would guarantee its pursuit in secondary school. The LCE program includes
written and oral testing, thus making assessment of 21st-century skills a viable option within the
current construct. The real domestic debate would likely hinge on where and how to include this
material for testing.
The most ambitious recommendation for future research involves implementation of a
longitudinal student data tracking system. Generalizable large-scale studies should be
coordinated or conducted in partnership with the Ireland DES and derived from data that include
longitudinal student performance data from primary school, secondary school, and through
scored LCE. Within this system, participation in various forms of STEM competitions or
FEMALE PURSUIT OF STEM IN IRELAND 253
activities could be captured and ranked. Additionally, various forms of curriculum development
and instruction methodologies could be compared over time. A study of this magnitude would
allow researchers to determine the impact of participation in various science fair, coding, and
other STEM competition programs. Additionally, researchers could measure the pre-post science
fair competition effects on student performance, as well as their persistence in STEM
coursework. An undertaking of this magnitude would provide the best model from which to test
and validate various approaches within the STEM fields, as well as for all other subjects.
Conclusion
Since the country’s inception in 1922, Ireland has transformed from the poorest country
in Western Europe to the Celtic Tiger. Despite suffering disproportionately in the economic
recession of 2007-2008, Ireland now finds itself rebranded as the Celtic Phoenix (Dorgan, 2006;
Fanning & Munck, 2016; O’Hagan & Newman, 2014). Ireland is a unique example of a country
that has embraced globalization and leveraged the economic drivers that MNCs bring to a
country with a properly managed FDI program. By meeting the skills demands of MNCs, Ireland
has moved up the value chain into the KBE (Spring, 2008). Ireland strengthens its commitment
to developing highly skilled workers who possess 21st-century skills by training teachers to
impart these skills using PBL (O’Hagan & Newman, 2014). This study examined the perceptions
of educational leaders, policymakers, business leaders, teachers, administrators, parents, and
students regarding the influence of globalization, leadership, and science fairs on female
students’ acquisition of 21st-century skills and their college and career pursuit of STEM.
Looking forward, Ireland has identified the demand for 21st-century skills and has seen
these skills developed in conjunction with increased student interest in and pursuit of coursework
and careers in STEM fields, with a particular emphasis on the number of females entering the
FEMALE PURSUIT OF STEM IN IRELAND 254
field(s) as key to meeting future demand (Ireland DES, 2017). Success meeting the demand
created by Ireland’s vigorous FDI program hinges on shifts within the educational system.
Organizational changes require leadership that meets the needs and demands of various
stakeholder groups (Bolman & Deal, 2013). School leadership is uniquely positioned to ensure
that changes within school system removes gender barriers (Acker, 1987) and provides
opportunities to develop 21st-century skills (Wagner, 2008) via STEM PBL (Slough & Milam,
2013) in order to meet the shifting demands of the national education system and to ensure
continued economic prosperity. Inclusion and strong leadership of science fair competitions such
as SciFest help schools to prepare students to meet the demands of their future. Data and
recommendations from this study supported the findings of the STEM Education Policy
Statement 2017-2026 and provided guidance to meet these demands.
FEMALE PURSUIT OF STEM IN IRELAND 255
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Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful work:
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FEMALE PURSUIT OF STEM IN IRELAND 267
APPENDIX A
RECRUITMENT LETTER TO PRINCIPAL
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC).
In April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research team
led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:

1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-level
and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student
participation in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
FEMALE PURSUIT OF STEM IN IRELAND 268
APPENDIX B
POLITICAL LEADER/EDUCATIONAL POLICY MAKER INTERVIEW PROTOCOL

Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time:___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21
st
-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?
FEMALE PURSUIT OF STEM IN IRELAND 269
II. The influence of school leadership on SciFest participation

1. If possible, talk to me about instances that you are aware of when school leadership
influenced students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
FEMALE PURSUIT OF STEM IN IRELAND 270
APPENDIX C
BUSINESS AND INDUSTRY (MNCS) INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is your opinion of the ideal way to prepare students for the Leaving Exam while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
FEMALE PURSUIT OF STEM IN IRELAND 271
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. If possible, talk to me about instances you are aware of when school leadership influenced
students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female student participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
FEMALE PURSUIT OF STEM IN IRELAND 272
APPENDIX D
SCHOOL LEADER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
FEMALE PURSUIT OF STEM IN IRELAND 273
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, when your leadership has influenced participation in
SciFest.
2. What leadership qualities are important in getting your school to participate in SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
FEMALE PURSUIT OF STEM IN IRELAND 274
APPENDIX E
TEACHER INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female student’s interest in STEM courses and
stakeholder perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. Are you finding that participation in SciFest influences preparation for the Leaving
Certificate Exam? Please describe this influence.
FEMALE PURSUIT OF STEM IN IRELAND 275
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the Leaving Certificate Exam. How would you respond to that?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, where your school principal or other school leaders have
influenced participation in SciFest.
2. What leadership qualities does your principal demonstrate in getting your school to
participate in SciFest?
3. What challenges does your school principal, or other school leaders, face in supporting the
school’s participation in SciFest?
4. If you worked at a school where the principal was considering implementing SciFest, what
advice would you give them?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. In your opinion, how has SciFest affected female students’ interest in continuing their study
in STEM fields in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What are examples of the advantages that female students get when they participate in
SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
FEMALE PURSUIT OF STEM IN IRELAND 276
APPENDIX F
STUDENT/PARENT INTERVIEW PROTOCOL
Interviewer: ____________________________ Date: ______________________________
Interviewee: ____________________________ Location: ___________________________
Select One: Student______ Parent _______ Contact Information: _________________
(Child’s) Gender:_____________________ (Child’s) Grade:______________________
(Child’s) School:______________________________________________________________
Start Time: _____________________________ End Time: __________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global
workforce and economy; these 21st-century skills include critical thinking, collaboration,
effective oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
FEMALE PURSUIT OF STEM IN IRELAND 277
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Examination

1. What is the ideal way to prepare students for the Leaving Exam while participating in SciFest
at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the Leaving Certificate Exam?
3. How does participation in SciFest influence students’ preparation for the Leaving Certificate
Exam, if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the Leaving
Certificate Exam. How would you respond to that statement?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if at all?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
FEMALE PURSUIT OF STEM IN IRELAND 278
APPENDIX G
CLASSROOM OBSERVATION PROTOCOL
Date: _______________________ Location of Observation: ___________________________
Teacher Observed: _________________________ Time of Observation: __________________
Class Size (total students): ________________ Males ______ Females ______
Class Title and Grade Level: ______________________________________________________
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

* Reflection on how physical
space promotes 21st
-
century
skills

FRONT OF CLASSROOM

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
FEMALE PURSUIT OF STEM IN IRELAND 279

21st-Century
Skills
(Wagner, 2008)
STEM/
Inquiry-Based
(Slough &
Milam, 2013)
Actions and Comments
Observed
Observer Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

FEMALE PURSUIT OF STEM IN IRELAND 280
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the Leaving Certificate
Examination?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
FEMALE PURSUIT OF STEM IN IRELAND 281
APPENDIX H
SCIFEST OBSERVATION PROTOCOL
Date: April 20, 2018 Location of Fair: Cork Institute of Technology
Time of Observation: ______________________
Number of Students Participating: ____________ Males ______ Females ______
Grade Level of Students Participating: ______

DESCRIPTION/DIAGRAM
OF FAIR

- Position of student projects

- Grouping of students/themes

- Technology

- Tables, computers

- Wall displays, decorations

* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR

Overview of Events/Themes:

Additional SciFest Information:

FEMALE PURSUIT OF STEM IN IRELAND 282

21st -Century
Skills
(Wagner, 2008)
STEM/
Inquiry-Based
(Slough &
Milam, 2013)
Actions and Comments
Observed
Observer Comments
Critical Thinking
and Problem
Solving
Making Content
Accessible

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurial-
ism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

FEMALE PURSUIT OF STEM IN IRELAND 283
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the Leaving Certificate
Examination?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
FEMALE PURSUIT OF STEM IN IRELAND 284
APPENDIX I
SURVEY PROTOCOL FOR SCHOOL ADMINISTRATOR OR TEACHER

Date: ___________________ Location of Survey: ____________________________________

Select One: School Administrator ______ Teacher ___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the Leaving Certificate Examination. SA A N D SD DK

2. School leadership encourages participation in SciFest to support
student success on the Leaving Certificate Examination. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK

FEMALE PURSUIT OF STEM IN IRELAND 285

4a. Check all strategies that school leadership employs at your school: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

FEMALE PURSUIT OF STEM IN IRELAND 286
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before or after school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK

7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK

8. School leadership effectively communicates to all stakeholders
a shared vision for implementing SciFest competitions
at the school. SA A N D SD DK

9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK

10. School leadership allocates adequate financial resources
to effectively implement SciFest at my school. SA A N D SD DL

11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK

FEMALE PURSUIT OF STEM IN IRELAND 287
12. Female students who participate in SciFest tend not to
select maths-based or technology-based projects. SA A N D SD DK

13. I actively encourage and recruit female students to
participate in SciFest. SA A N D SD DK

14. Female students are encouraged by their parents to
participate in SciFest. SA A N D SD DK

15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK

16. My school actively employs strategies to increase
female participation in SciFest. SA A N D SD DK

17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK

18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK

19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK

20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK

21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK

22. Participants in SciFest demonstrate skills needed to
obtain careers in STEM fields. SA A N D SD DK

23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK

24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK

25. Students benefit from participation in SciFest. SA A N D SD DK

26. MNCs are an important partner in SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 288
APPENDIX J

SURVEY PROTOCOL FOR POLITICAL LEADER,
BUSINESS LEADER, OR POLICY MAKER

Date: ___________________ Location of Survey: ____________________________________

Select One: Political Leader ______ Business Leader___________ Policy Maker___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the Leaving Certificate Examination. SA A N D SD DK

2. School leadership encourages participation in SciFest to
support student success on the Leaving Certificate Examination. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Examination. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 289

4a. Check all strategies that school leadership employs at your
school:
Yes No Don’t
Know
Common planning time

Department meetings

Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

FEMALE PURSUIT OF STEM IN IRELAND 290
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources
to effectively implement SciFest in schools. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 291
11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational development
in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 292
APPENDIX K

SURVEY PROTOCOL FOR PARENT OF SENIOR CYCLE STUDENT

Date:____________________ Location of Survey:____________________________________

Your child’s gender: Female_____ Male_____

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my child’s school encourages
participation in SciFest to support student success on the
Leaving Certificate Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my child’s school employs strategies
to positively influence school participation in SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 293

4a. Check all strategies that the school leadership employs: Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

5. Teachers at my child’s school employ strategies to
positively influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based Learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
FEMALE PURSUIT OF STEM IN IRELAND 294
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate materials and resources
to effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, classroom
materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My child’s school actively encourages and recruits female
students to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
16. My child’s school actively employs strategies to increase
female students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 295
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female student’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills
needed in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 296
APPENDIX L

SURVEY PROTOCOL FOR STUDENT PARTICIPANT IN SCIENCE COMPETITION

Date: _____________________ School: _________________________________________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: Learning through teaching methods in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an engaging and complex
question, problem, or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).

Background Information:

Have you taken part in a @School science competition? Yes No

Have you taken part in a @College science competition? Yes No

You are: Male______ Female______ Decline to State______

SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the Leaving Certificate
Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the Leaving Certificate Examination. SA A N D SD DK
4. The school leadership at my school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 297

4a. Check all strategies that the school leadership employs at
your school:
Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

FEMALE PURSUIT OF STEM IN IRELAND 298
5. Teachers at my school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared-vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared-vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 299
11. School leadership provides support, including time,
classroom materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology- based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
FEMALE PURSUIT OF STEM IN IRELAND 300
APPENDIX M

INFORMATION SHEET FOR EXEMPT RESEARCH

University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089

THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE AND
TECHNOLOGY FAIRS ON STUDENTS’ ACQUISITION OF 21ST-CENTURY SKILLS
AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS MAJORS-CAREERS IN SCHOOLS IN IRELAND

You are invited to participate in a research study conducted by Dr. Michael Escalante, Professor
of Clinical Education, principal investigator and faculty advisor, from the University of Southern
California. This study is entirely student funded and the data collected will to be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of
Southern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.

PURPOSE OF THE STUDY
Influence of globalization, leadership, and science fairs on the female student acquisition of 21st-
century skills and their college-career pursuit of STEM majors-careers in schools in Ireland.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you could be asked to participate in any combination of the
following activities: a 15-minute online survey; a 45-minute audiotaped face-to-face interview; a
45-minute classroom observation (teachers/students only); and/or a 10-minute observation at
SciFest in Cork, Ireland (students/parents/teachers/principals only). You are not obligated to
answer any questions that cause you discomfort.

POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable
answering some of the questions. You do not have to answer any question you do not want to.

ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. In addition, you
may elect not to participate. Your relationship with your school/employer will not be affected
whether you participate or not in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy-makers to better understand the drivers that increase the likelihood of
FEMALE PURSUIT OF STEM IN IRELAND 301
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.

PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator to your
site, might provide tchotchkes (swag) from the University of Southern California or create a
lottery for your participation in the study.

CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals and students collect identifiers. However, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.

Interview protocols for business leaders, government officials and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu

Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District,
chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District,
jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
FEMALE PURSUIT OF STEM IN IRELAND 302
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street, #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

Abstract (if available)

Abstract As globalization allows multinational corporations to shift production to cheaper markets, educators across the globe struggle to meet the changing demands required to attract the foreign direct investment (FDI) needed to raise their country’s standard of living. Few countries have been more successful attracting and leveraging FDI than Ireland. ❧ This mixed-methods, convergent parallel study examined the perceptions of students, parents, teachers, school administrators, business leaders, educational leaders, and policymakers regarding the influence of globalization, leadership, and science fairs on female students’ acquisition of 21st-century skills and their college-career pursuit of science, technology, engineering, and mathematics (STEM) in response to Ireland’s STEM Education Policy Statement: 2017-2026. Expanding on prior studies, this research is located at the rather busy intersection of globalization of education, STEM via project-based learning, and 21st-century skills, while adding leadership and feminist theory. Initial findings indicated that female students’ access to role models and access to subject content combined with interactive project-based instruction showed promise for increasing female students’ interest in and pursuit of STEM. Findings also showed that school leaders have failed to recognize that students, parents, and many teachers are not responding to their current as intended to promote the pursuit of STEM and acquisition of 21st-century skills through participation in science fairs. School leaders need to become the primary drivers of the science fair competitions at their school site and not to lean so heavily on teachers. Shifts in program implementation and communication are essential to help students and parents understand the value and benefits of participation in science fair competitions. School leadership can accomplish these changes by properly employing multiple frames of leadership.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator McEntire, Robert Henry (author)

Core Title Examination of the influence of globalization, leadership, and science fairs on the female acquisition of 21st-century skills and their college-career pursuit of science, technology, engineering,...

Contributor Electronically uploaded by the author (provenance)

School Rossier School of Education

Degree Doctor of Education

Degree Program Business Administration / Education

Publication Date 04/23/2019

Defense Date 03/11/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st-century skills,feminism,Globalization,leadership,OAI-PMH Harvest,project-based learning,science fairs,STEM

Format application/pdf (imt)

Language English

Advisor Escalante, Michael (committee chair), Castruita, Rudy (committee member), Doll, Michele (committee member), Garcia, John (committee member), Hinman, Charles (committee member)

Creator Email rmcentir@usc.edu,robert.mcentire@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-141902

Unique identifier UC11676734

Identifier etd-McEntireRo-7216.pdf (filename),usctheses-c89-141902 (legacy record id)

Legacy Identifier etd-McEntireRo-7216.pdf

Dmrecord 141902

Document Type Dissertation

Format application/pdf (imt)

Rights McEntire, Robert Henry

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA