KUCHING: A recent survey conducted by the Malaysia Board of Technologists (MBOT) provides insights into how parents with STEM-related backgrounds influence their children’s interest in science, technology, engineering, and mathematics (STEM).
The survey, which gathered responses from 1,513 MBOT members who are parents, highlights the level of parental engagement, the challenges they face, and the methods they use to encourage their children to explore STEM fields.
The findings revealed that 96 per cent of STEM parents are satisfied with their careers, while 95 per cent believe that pursuing a career in STEM is the best option for their children.
In terms of sharing their experiences, 47 per cent of parents engage in STEM-related discussions with their children more than three times a month.
Meanwhile, 33 per cent share their experiences once or twice a month whereas 20 per cent do so only once a month or less.
When it comes to encouraging their children, 84 per cent of the respondents actively promote STEM education.
On the other hand, 16 per cent acknowledge being somewhat inactive or not encouraging their children to pursue STEM and six per cent of parents do not engage in any STEM-related activities with their children.
The survey also identifies the most common activities parents use to foster an interest in STEM.
Visiting STEM-related places, such as museums and science fairs, is the most popular activity, with 58 per cent of parents engaging in it.
Watching STEM-focused television programmes or YouTube videos follows closely, with 51 per cent of parents incorporating these media into their children’s learning.
Additionally, 46 per cent of parents buy STEM-related toys or tools to spark curiosity.
In contrast, the survey reveals that certain activities receive less attention.
Only 20 per cent of parents expose their children to STEM professionals, while 32 per cent enroll their children in structured STEM classes.
Hands-on STEM activities, such as experiments and projects, are engaged in by 41 per cent of parents, making it one of the less popular methods despite its practical benefits.
Despite their commitment to promoting STEM, many parents face significant challenges.
The most frequently cited obstacle is a lack of time, reported by 44 per cent of respondents.
Another major challenge is the difficulty children experience with STEM subjects, which 41 per cent of parents recognise as a barrier.
Limited access to STEM resources affects 32 per cent of parents, while 31 per cent report that their children show greater interest in non-STEM fields.
In addressing low interest in STEM, most parents adopt a supportive and open approach.
It was reported that 53 per cent of parents believe in continuing to expose their children to STEM without applying pressure.
Another 53 per cent focus on showing the fun and practical side of STEM to make it more appealing.
Furthermore, 49 per cent of parents encourage their children to explore other interests alongside STEM thus fostering a balanced approach.
On the other hand, only a small minority of parents take a more rigid stance.
Just two per cent of respondents said they would force their children into STEM fields while 30 per cent of parents would take no action, allowing their children to decide independently.
Meanwhile, 18 per cent of parents seek out STEM role models or mentors to inspire their children.
The survey concludes that STEM parents generally prefer informal and low-cost STEM activities over structured educational programmes.
Rather than pushing their children into STEM fields, most parents prioritise making STEM fun and engaging.
They also emphasise enculturation — creating an environment where STEM is a natural part of daily life — over relying on role models to inspire their children.
Ultimately, the findings suggest that while most STEM parents actively encourage their children’s interest in STEM, they favour a relaxed and supportive approach.
By making STEM more accessible and enjoyable, these parents aim to nurture curiosity and enthusiasm without imposing rigid expectations.
