ADDRESSING STEM GEEK CULTURE THROUGH PEER LEARNING I. Vasileiou 1 , P. Haskell-Dowland 2 1 De Montfort University (UNITED KINGDOM) 2 Edith Cowan University (AUSTRALIA) Abstract STEM is generally considered to be a male-dominated environment. The geek culture that often leads to social issues, and the gender imbalance that leads to fewer girls choosing a STEM subject, are becoming important topics of research. Peer learning has been widely used across the world to support retention and better grades with a more recent focus on adopting this approach to tackle issues around gender imbalance and perceived ‘laddish’ culture. Through peer learning, students are encouraged to work alongside their tutors, and to practice the critical soft skills that they will need as they move into the workplace. This paper explores the role of gender and geek culture, considering how students can break down the stereotypes while moving away from didactic approaches. The gender gap in STEM has narrowed, but women are still underrepresented. ‘Geek culture’ often creates a high-tech, androcentric environment. Policy makers have agreed that the geek culture needs to be researched and its impact identified. Social interactions and relations are the reflection of interpersonal values, and the peer norms may affect a students’ engagement and motivations in STEM subjects. The discussion will examine how peer learning can prepare students in Higher Education and offer insights into creating an environment in which students can become partners. Peer learning can represent a significant step in enabling students to become more engaged in their learning and is becoming an important element across institutions globally. There is a plethora of approaches to peer learning and it is encouraging to observe how students transform and mature by participating in the scheme. Evidence is accumulating that peer learning can enable students to become more confident and independent, enhancing not only their transition into Higher Education but also into industry. Peer learning can have a positive influence across the disciplines and supports students in achieving more than they might otherwise do. It can also examine, in an informal way, the gender issues, laddish and geek culture, and promote the sense of belongingness in STEM disciplines. This paper will inform readers about how peer learning can reconstruct the geek culture and transform it from self-centred to forming relationships and overcoming social issues. With regard to Higher Education specifically, we try to understand the different situational frames that are being generated by such cultures, how we can influence those stereotypes, and make them more acceptable and more inclusive. Keywords: Education, peer support, STEM, lad culture, geek culture, gender culture. 1 INTRODUCTION Diversity in Higher Education is a rapidly increasing field of interest and research. In areas such as STEM, which are predominately male oriented, academics are looking into creating more inclusive environments via different methods. Diversity and inclusion are not brand-new terms. Traditionally, such terms would refer to race, age and international entry. However, in recent years, the understanding of diversity, inclusion and equal opportunities have widened. Gender and participation have become a new focus. When it comes to diversity discourse, it is important to note that each course and/or discipline is unique in nature and if one set of rules and observations apply to it, it does not mean it applies to all. Therefore, for the purpose of this paper, the main focus will be STEM and in more particular the computing discipline. Over the past couple of decades, female participation in STEM (and Computing in particular) has declined. Higher Education is changing dramatically by developing a cross-border-education [1]. From a pedagogical point of view, academics are challenged on a daily basis to develop teaching material that will be inclusive for all cultures, ages, and gender identity. Nevertheless, academics often find this very challenging and since one size doesn’t fit all, this can lead to frustration and friction. What has been noted in such circumstances, is that when the support comes from peers who share common Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 5289