In recent years, the global emphasis on Science, Technology, Engineering, and Mathematics (STEM) education has increasingly extended into the realm of early childhood learning. Recognizing the formative nature of preschool years in shaping cognitive, social, and emotional development, educational policymakers and researchers alike have advocated for integrating STEM education to nurture critical thinking and problem-solving skills from the outset. Hong Kong stands at the forefront of this movement, having embedded STEM integration into its Kindergarten Education Curriculum Guide since 2017, underscoring an interdisciplinary, inquiry-based approach to early education. However, despite such policy commitments, the practical implementation of STEM curricula in preschool settings remains fraught with multifaceted challenges, particularly for female educators hailing from ethnic minority communities.
A recently published longitudinal study, carried out by a team at The Education University of Hong Kong, sheds critical light on this issue. Spearheaded by Dr. Chan Wang, Dr. Weipeng Yang, and Dr. Alfredo Bautista, the research investigates the lived experiences of female preschool teachers of diverse ethnicities—namely Filipino, Pakistani, and Hong Kong Chinese—within Hong Kong’s densely urbanized educational settings. Their findings, disseminated through the ECNU Review of Education in May 2025, offer keen insights into the socio-cultural and organizational impediments that hinder these educators’ effective incorporation of STEM methodologies.
At the crux of their investigation lies the application of the Concerns-Based Adoption Model (CBAM), a robust analytical framework designed to assess the adoption and concerns of educators when integrating new practices. Over a six-week period, the team implemented a professional development program tailored to enhance STEM teaching competencies among the participants. Data collection methods encompassed in-depth interviews, multifaceted surveys, and reflective worksheets, allowing for both qualitative and quantitative assessment of the teachers’ evolving perspectives and challenges encountered during the program.
One of the study’s pivotal revelations centers around the pervasive effect of gender stereotypes and ethnic minority biases that subtly erode the confidence of female teachers in adopting STEM subjects. Despite their participation in targeted professional development, many educators reported persistent feelings of self-doubt, often compounded by cultural expectations that circumscribe women’s roles in society and, by extension, in science-related pedagogies. This phenomenon aligns with broader psychological theories on stereotype threat, whereby individuals internalize negative stereotypes that subsequently impair their performance and engagement.
Parallel to the gendered dimension is the profound influence of deeply ingrained cultural values, notably those stemming from Confucian traditions prevalent in Chinese society. The study elucidates how these cultural frameworks prioritize teacher-directed instruction and academic rigor, often encouraging rote memorization and deference over experiential learning and inquiry—which are cornerstones of effective STEM education. Consequently, educators faced an inherent conflict between the prescribed curricular content and the pedagogical approaches most conducive to fostering STEM literacy through hands-on exploration.
The research also identifies a significant gap in the availability and adaptability of STEM teaching resources that resonate with Hong Kong’s unique socio-cultural milieu. Many instructional materials, including videos and textbooks, originate from Western educational contexts, rendering them less pertinent or accessible for teachers operating within a distinctly different linguistic, cultural, and pedagogical environment. This mismatch not only complicates lesson planning but also detracts from the authenticity and engagement potential of STEM initiatives within local classrooms.
Further compounding these challenges are systemic constraints inherent to the structure of Hong Kong’s preschool education landscape. The curriculum’s rigidity, coupled with spatial limitations endemic to urban schools, restricts opportunities for interactive STEM activities. Such constraints reflect broader urban planning realities, where limited classroom space and high student-to-teacher ratios delimit the scope of hands-on experiments and collaborative learning that are vital for STEM engagement.
Moreover, the study underscores the high-stakes performance pressures exerted by parents and educational institutions, which often prioritize traditional academic achievement and primary school readiness over exploratory learning processes. This emphasis on measurable outcomes and standardized assessments diminishes institutional support for innovative STEM pedagogies, placing further strain on educators striving to balance curricular demands with progressive teaching methods.
Importantly, the researchers argue that these entrenched challenges transcend individual shortcomings, revealing a complex web of sociocultural and organizational factors that collectively shape the climate in which female, ethnically diverse preschool teachers operate. Their confidence, efficacy, and instructional choices emerge not merely from personal capabilities but from the intertwined influences of cultural identity, gender dynamics, and institutional constraints.
Given this intricate context, the study compellingly advocates for the development of professional development programs that are not only technically robust but also culturally responsive and contextually grounded. Tailored support mechanisms must acknowledge and integrate the unique experiences of female teachers from ethnic minorities, facilitating pedagogical adaptations that honor both cultural legacies and the demands of contemporary STEM education.
In addition to training, the provision of localized teaching resources that reflect Hong Kong’s multicultural environment and educational priorities is imperative. Partnerships between curriculum developers, educators, and community stakeholders could catalyze the creation of instructional materials that resonate authentically with students and teachers alike, thereby augmenting engagement and efficacy.
The urgency of such interventions is accentuated by Hong Kong’s strategic goal to strengthen STEM competencies at all educational levels. Recognizing that early childhood education forms the foundation for sustained academic and career trajectories in STEM fields, empowering educators in this sector is vital for fostering long-term inclusivity and diversity within science and technology disciplines.
Wang and colleagues emphasize that a “one-size-fits-all” approach to STEM education is fundamentally untenable, particularly in culturally heterogeneous urban settings such as Hong Kong. Instead, an adaptive, empathetic pedagogy that respects contextual nuances and supports teachers holistically offers the most promising pathway to sustainable reform.
Beyond pedagogical implications, this research contributes to critical debates on educational equity and the intersectionality of identity in professional contexts. By illuminating the unique challenges faced by female, ethnically diverse educators, the study encourages policymakers and institutions to re-examine structural barriers and craft inclusive policies that valorize diversity as a strength rather than a hurdle in STEM education.
As the world grapples with the imperative to nurture future generations equipped with scientific literacy and innovation capacities, the findings from Hong Kong resonate globally—highlighting the necessity of empowering educators who are instrumental in translating policy visions into classroom realities.
Ultimately, this investigation not only diagnoses the impediments to effective STEM teaching in early childhood classrooms but also offers a blueprint for transformative action. Through culturally sensitive professional development, resource localization, and systemic flexibility, it charts a path toward more equitable and impactful STEM education that harnesses the full potential of women teachers from diverse ethnic backgrounds.
Subject of Research: People
Article Title: The Complex Context of STEM Teaching for Female, Ethnically Diverse Preschool Teachers in Hong Kong: A Concerns-Based Adoption Model
News Publication Date: 9-May-2025
Web References: http://dx.doi.org/10.1177/20965311251322184
References: Wang, C., Yang, W., & Bautista, A. (2025). The Complex Context of STEM Teaching for Female, Ethnically Diverse Preschool Teachers in Hong Kong: A Concerns-Based Adoption Model. ECNU Review of Education. https://doi.org/10.1177/20965311251322184
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Keywords: Education; Science education; Science teaching; Science faculty; Educational assessment; Educational attainment; Educational levels; Science careers; Teaching; Educational methods; Education technology; Educational facilities; Educational programs; Students; Science communication; Education research
