DATA FROM A SUMMER RESEARCH PROGRAM FOR HIGH SCHOOL STUDENTS SUGGESTS THAT SECONDARY SCIENCE EDUCATION DISCOURAGES STUDENT INTEREST IN THE GEOSCIENCES

Hofstra University, in Long Island, NY, administers a high school science research program that attracts over 150 applications per year from regional school districts with very strong science programs – in 2023 Long Island accounted for 10% of all Regeneron finalists nationwide. Applicants prioritize their research interests by ranking three choices on a list of STEM subjects, providing data on how students who are highly motivated toward STEM careers perceive the geosciences. The news is not good. From 2018 to 2023 “Geology / Paleontology” and “Meteorology / Climate” were the least requested of all subjects, each ranked first by a mere 0% to 4% of students and ranked first, second, or third (any choice) by less than 15% of students. In contrast, “Microbiology / Cell / Genetics” was ranked first by 40% to 50% of students and any choice by 68% to 80% of students. “Environmental Science / Sustainability” attracted more interest, ranked first by 4% to 15% of students and any choice by 25% to 35% of students. There are several factors likely discouraging student interest in the geosciences. Although Earth Science is part of the New York State Regents science curriculum, it is not required, it is usually taught in 9^th grade, and in many districts accelerated science students skip it entirely. Living Environment (biology) is a requirement for all NYS students and most motivated science students take Advanced Placement (AP) biology, chemistry, and / or physics in high school. Earth Science (including meteorology and climate) is not taught at an advanced level in New York public schools. The exception is AP Environmental Science, which is offered in high school. Many Hofstra undergraduates in the Environmental Resources and Sustainability Studies degree programs attribute their enthusiasm for these subjects to a positive experience taking AP Environmental Science, perhaps explaining why “Environmental Science / Sustainability” commands greater interest among summer science applicants. Although geoscience underpins much of environmental science and sustainability research, high school students are not made aware of this. To attract more students to careers in geoscience, we need to educate teachers and develop curricula to showcase the relevance of geoscience to environmental science and sustainability, as well as to biology and the health sciences.