Positive informal science experiences help students persist in STEM majors

Adams, Gupta, and Cotumaccio examine the STEM interest and identity development of a small group of young women of color who participated in a multi-year, museum-based, out-of-school time program as middle and high school students. Through their positive experiences in the program, participants developed positive STEM identities, which supported their persistence as STEM college majors.

If you would like to edit a resource, please email us to submit your request.