Research reveals how cultural, structural, and personal barriers hinder STEM teaching, urging support for female, ethnically diverse preschool educators

Teaching STEM in Hong Kong’s preschools presents cultural, personal, and organizational challenges for female, ethnically diverse teachers. A recent study from The Education University of Hong Kong explores these barriers through the Concerns-Based Adoption Model, identifying five key concerns affecting STEM adoption. By examining confidence issues, traditional teaching philosophies, and limited resources, this study provides insights into the complex factors shaping early STEM education and calls for tailored support to enhance inclusivity.

Science, Technology, Engineering, and Mathematics (STEM) education in early childhood is increasingly valued worldwide for developing children’s critical skills and preparing them for future challenges. Hong Kong has made strengthening STEM learning a policy priority, emphasizing an interdisciplinary approach in its Kindergarten Education Curriculum Guide since 2017.

However, many preschool teachers still face difficulties adopting STEM teaching methods. These challenges are especially pronounced for female teachers from ethnic minority backgrounds, who encounter a mix of personal, cultural, and organizational barriers when integrating STEM into their classrooms.

To explore these challenges, a team of researchers from The Education University of Hong Kong, led by Dr. Chan Wang, Dr. Weipeng Yang, and Dr. Alfredo Bautista, has investigated the significant challenges faced by female, ethnically diverse preschool teachers in Hong Kong when teaching STEM subjects. Their study, published online in ECNU Review of Education on May 9, 2025, examines the personal, cultural, and organizational barriers that limit these teachers’ effective adoption of STEM practices.

Using the Concerns-Based Adoption Model, the researchers explored the experiences of five female preschool teachers from diverse ethnic backgrounds, including Filipino, Pakistani, and Hong Kong Chinese, during a six-week STEM professional development program. Through interviews, surveys, and reflection worksheets, the study identified several interconnected concerns. Many teachers struggled with low confidence in STEM teaching, shaped by gender biases and ethnic minority stereotypes, which persisted despite professional development. Cultural influences rooted in Chinese Confucian traditions led teachers to favor teacher-directed, academic-focused methods rather than hands-on, inquiry-based STEM approaches.

The study also found a shortage of culturally and contextually relevant teaching resources. Many materials and instructional videos designed for Western contexts were difficult to adapt to Hong Kong’s unique environment, limiting the teachers’ ability to create meaningful STEM learning experiences. Moreover, the rigid curriculum structure and limited space in densely populated schools constrained opportunities for STEM activities, as academic subjects took priority. Added to this were high accountability pressures from parents and kindergartens focused on academic achievement and primary school preparation.

“These findings reveal that the challenges faced by female, ethnically diverse preschool teachers in STEM education are not merely individual, but are deeply embedded in the sociocultural and organizational context of Hong Kong’s education system,” said Wang et al. “Their confidence, cultural background, and the school environment all play a critical role in how they approach STEM teaching.”

This study underscores the urgent need for tailored support for female, ethnically diverse teachers who play a vital role in fostering inclusivity in early STEM education. With Hong Kong pushing to strengthen STEM learning, the findings call for professional development programs that specifically address these barriers and adapt to the local cultural and educational landscape.

“Our research highlights that STEM education can’t be a one-size-fits-all approach,” Wang et al. added. “To make it work for preschoolers in Hong Kong, we need to support these teachers in ways that respect their unique contexts.”

By drawing attention to these often-overlooked barriers, the study offers critical insights into how inclusive and effective early STEM education can be fostered—not just through curriculum reforms, but by empowering the educators at its foundation.


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Reference

Titles of original papers: The Complex Context of STEM Teaching for Female, Ethnically Diverse Preschool Teachers in Hong Kong: A Concerns-Based Adoption Model

Journal: ECNU Review of Education

DOI: https://doi.org/10.1177/20965311251322184