A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students’ knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career. Analysis revealed that while older students had more knowledge about mathematics/science requirements for STEM careers, this knowledge was lacking overall. Also, students with higher MSE were more knowledgeable about STEM career requirements. Furthermore, students with higher MSE and STEM career knowledge were more likely to choose a STEM career. Students with greater interest in technical and scientific skills were also more likely to consider a STEM career than those who preferred career activities that involved practical, productive, and concrete activities. The results of this study show that students in middle school have a limited STEM career knowledge with respect to subject requirements and with respect to what sort of activities these careers involve. Furthermore, students with low MSE have a declining interest in STEM careers. Our data thus support the need to improve access to knowledge to facilitate students’ understanding of STEM careers and the nature of STEM work. Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.

To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high engagement in STEM activities. Our data also indicate that Grade 7 students do not grasp the importance of science/math requirements for future STEM careers. Further research is required to more fully explore the correlations between education and community influencers on the likelihood of choosing a STEM career identified in this study. Afin de mieux comprendre les facteurs susceptibles d'influencer l'orientation vers les professions liées aux disciplines STEM, nous avons évalué la perception des étudiants quant à leur niveau de compétence et leur intérêt pour les sciences et les mathématiques, leur participation à des activités de type STEM hors de l'école, et leur connaissance des prérequis menant à des carrières dans les domaines des STEM. Nous montrons que le principal facteur d'influence positive qui dirige les étudiants vers les professions STEM est la participation élevée à des activités STEM. Nos données indiquent également que les élèves de 7ième année ne comprennent pas encore l'importance des prérequis de sciences et de mathématiques pour une future carrière en STEM. Des recherches ultérieures sont nécessaires pour mieux explorer les corrélations entre l'enseignement et les influences provenant de la communauté sur la probabilité de s'orienter vers les STEM.

Participation in physical education is often shaped by the gendered experiences of students. This study explored how the experiences of gendered bodies shaped participation in physical education (PE) among students in Nova Scotia, Canada. The study consisted of two phases: 1) focus groups with a total of 18 Grade 8 students (7 girls and 11 boys) attending public school in Nova Scotia, and 2) in-depth semi-structured interviews with six teachers (4 women and 2 men) responsible for teaching the Nova Scotia Grade 8 PE curriculum. Data were analysed through an interpretive phenomenological analysis. The analysis resulted in three main themes: 1) binary bodies, 2) competitive bodies, and 3) fluid bodies. Themes revealed the connections between gender, bodies, and participation in PE for students. Physical education in Nova Scotia (re)creates and (re)produces binary and heteronormative constructs of gender despite changes in the curriculum focused on inclusivity. The results of this study suggest that reviewing PE pedagogical methods and activities in relation to the influence it has on (re)producing gendered bodies would be critical in creating PE spaces that are inclusive to diverse genders and bodies. Such inclusive spaces can help increase student participation in PE.

Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, and pedagogy of physical education that shape the way students come to know gender. The purpose of this study was to explore how movements contribute to the discursive construction of masculinities in secondary school physical education; specifically, how body movements constitute masculinities. Methodology: This study uses a poststructural theoretical framework to explore how masculinities are constituted through body movements. The methodology is also informed by knowledge production from bodily practices known as embodied knowledge. Video recordings of physical education classes from eight Swedish secondary schools were observed. The body movements of students were noted and analyzed through discourse analysis. Results: Masculinities were constituted in the moments between formal teaching and activities within the classrooms. Five themes were constructed from the visual observations of students’ movements from all lessons including: 1) Movements of energy, 2) Movements of playfulness and bonding, 3) Swaggering movements, 4) Dividing movements, and 5) Regulating movements. These different movements are the ways boys come to know masculinities. Conclusion: This study highlights how embodied knowledge and movements of boys constitute masculinities. It is recommended that pedagogical practices that examine, challenge, and disrupt limiting gender performativity are developed in physical education teaching.

The aim of this study was to explore the postpartum experiences of new parents during the COVID-19 pandemic. The postpartum period can be a time of significant transition, both positive and negative, for parents as they navigate new relationships with their babies and shifts in family dynamics. Physical distancing requirements mandated by public health orders during the COVID-19 pandemic had the potential to create even more stress for parents with a newborn. Examining personal experiences would provide health care professionals with information to help guide support during significant isolation. Feminist poststructuralism guided the qualitative research process. Sixty-eight new mothers completed an open-ended on-line survey. Responses were analyzed using discourse analysis to examine the beliefs, values, and practices of the participants relating to their family experiences during the pandemic period. It was found that pandemic isolation was a time of complexity with both ‘blessings and curses’. Participants reported that it was a time for family bonding and enjoyment of being a new parent without the usual expectations. It was also a time of missed opportunities as they were not able to share milestones and memories with extended family. Caring for a newborn during the COVID-19 pandemic where complex contradictions were constructed by competing social discourses created difficult dichotomies for families. In acknowledging the complex experiences of mothers during COVID-19 isolation, nurses and midwives can come to understand and help new parents to focus on the blessings of this time while acknowledging the curses.