This study collected data from seven planetarium email lists (one per planetarium regional organization in the United States), as well as online survey panel data from residents in each area, to describe and compare those who do and do not visit planetariums.
Structural inequities contribute to the disproportionate incarceration of Black and African American women, as well as women from the working class. This project will work toward redressing these inequities through developing and researching an ecosystem designed to support formerly incarcerated women's transition into careers that require technology-based skills or computational thinking.
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
Stark inequities evident in the low representation of Black women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) careers persist despite considerable investment in the diversification of the education-to-workplace STEMM pipeline. College participation rates of Black women measure 4-5% of all degrees in biological and physical sciences, 2-3% of degrees in computer science and math, and roughly 1% in engineering. Ultimately, Black women make up only 2.5% of the workforce in STEMM-related fields, indicating that they chronically experience stalled professional advancement. Because there are so few longitudinal studies in either formal or informal settings, educators and researchers lack critical insights into why BA/BS credentialed Black women drop out of STEMM careers at high rates upon entering the workforce. This Research in Service to Practice project will conduct a longitudinal examination of key professional outcomes and life trajectories among adult Black women who enrolled Women in Natural Sciences (WINS), a 40-year-old out-of-school time (OST) high school STEM enrichment program. Prior research on WINS documents that alumnae outperform national averages on all metrics related to STEMM advancement up through college graduation. This study will test the hypothesis that such success continues for these cohorts as they pursue life goals and navigate the workforce. Findings from this study will promote the progress of science, pivotal to NSF’s mission as the project builds knowledge about supportive and frustrating factors for Black women in STEMM careers. Strategic impact lies in the novel participant-centered research methods that amplify Black women’s voices and increase both accuracy and equity in informal STEM learning research.
This research probes the experiences of Black women at a critical phase of their workforce participation when BS/BA credentialed WINS alumnae establish their careers (ages 26-46). The team will conduct a longitudinal comparative case study of outcomes and life trajectories among 20 years of WINS cohorts (1995-2015). Research questions include (1) What do the life-journey narratives of WINS alumnae in adulthood reveal about influential factors in the socio-cultural ecological systems of Black women in STEMM? (2) What are the long-term outcomes among WINS women regarding education, STEMM and other careers, socio-economic status, and STEMM self-efficacy and interest? How do these vary? (3) What salient program elements in WINS are highlighted in alumnae narratives as relevant to Black women’s experiences in adulthood? How do these associations vary? (4) How do selected outcomes (stated in RQ2) and life story narratives among non-enrolled applicants compare to program alumnae? and (5) How do salient components in the WINS program associate with socio-cultural factors in regard to Black women’s careers and other life goals? Participants include 100 Black WINS alumnae as an intervention group and a matched comparison group of 100 Black women who successfully applied to the WINS program but did not or could not enroll. Measurable life outcomes and life trajectory narratives with maps of experiences from both groups will be studied via a convergent mixed methods design inclusive of quantitative and qualitative analyses. Comparisons of outcomes and trajectories will be made between the study groups. Further, associations between alumnae’s long-term outcomes and how they correlate their WINS experiences with other socio-cultural factors in their lives will be identified. It is anticipated that findings will challenge extant knowledge and pinpoint the most effective characteristics of and appropriate measures for studying lasting impacts of OST STEMM programs for Black women and girls. The project is positioned to contribute substantially to national efforts to increase participation of Black women in STEMM.
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TEAM MEMBERS:
Ayana Allen-HandyJacqueline GenovesiLoni Tabb
This project is expanding an effective mobile making program to achieve sustainable, widespread impact among underserved youth. Making is a design-based, participant-driven endeavor that is based on a learning by doing pedagogy. For nearly a decade, California State University San Marcos has operated out-of-school making programs for bringing both equipment and university student facilitators to the sites in under-served communities. In collaboration with four other CSU campuses, this project will expand along four dimensions: (a) adding community sites in addition to school sites (b) adding rural contexts in addition to urban/suburban, (c) adding hybrid and online options in addition to in-person), and (d) including future teachers as facilitators in addition to STEM undergraduates. The program uses design thinking as a framework to engage participants in addressing real-world problems that are personally and socially meaningful. Participants will use low- and high-tech tools, such as circuity, coding, and robotics to engage in activities that respond to design challenges. A diverse group of university students will lead weekly, 90-minute activities and serve as near-peer mentors, providing a connection to the university for the youth participants, many of whom will be first-generation college students. The project will significantly expand the Mobile Making program from 12 sites in North San Diego County to 48 sites across California, with nearly 2,000 university facilitators providing 12 hours of programming each year to over 10,000 underserved youth (grades 4th through 8th) during the five-year timeline.
The project research will examine whether the additional sites and program variations result in positive youth and university student outcomes. For youth in grades 4 through 8, the project will evaluate impacts including sustained interest in making and STEM, increased self-efficacy in making and STEM, and a greater sense that making and STEM are relevant to their lives. For university student facilitators, the project will investigate impacts including broadened technical skills, increased leadership and 21st century skills, and increased lifelong interest in STEM outreach/informal science education. Multiple sources of data will be used to research the expanded Mobile Making program's impact on youth and undergraduate participants, compare implementation sites, and understand the program's efficacy when across different communities with diverse learner populations. A mixed methods approach that leverages extant data (attendance numbers, student artifacts), surveys, focus groups, making session feedback forms, observations, and field notes will together be used to assess youth and university student participant outcomes. The project will disaggregate data based on gender, race/ethnicity, grade level, and site to understand the Mobile Making program's impact on youth participants at multiple levels across contexts. The project will further compare findings from different types of implementation sites (e.g., school vs. library), learner groups, (e.g., middle vs. upper elementary students), and facilitator groups (e.g., STEM majors vs. future teachers). This will enable the project to conduct cross-case comparisons between CSU campuses. Project research will also compare findings from urban and rural school sites as well as based on the modality of teaching and learning (e.g., in-person vs. online). The mobile making program activities, project research, and a toolkit for implementing a Mobile maker program will be widely disseminated to researchers, educators, and out-of-school programs.
Identity development frameworks provide insight into why and to what extent individuals engage in STEM related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement-based perspective of participation in opportunities billed as “STEM.” In this study, we tested two expanded structural equation models of STEM identity development
An individual's sense of themselves as a “STEM person” is largely formed through recognition feedback. Unfortunately, for many minoritized individuals who engage in STEM (science, technology, engineering, and mathematics) in formal and informal spaces, this recognition often adheres to long-standing exclusionary expectations of what STEM participation entails and institutionalized stereotypes of what it means to be a STEM person. However, caregivers, who necessarily share cultural backgrounds, norms, and values with their children, can play an important role in recognizing their children's
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TEAM MEMBERS:
Heidi CianRemy DouSheila CastroElizabeth Palma-D'souzaAlexandra Martinez
This Innovations in Development project aims to foster the development of STEM identity among a diverse group of middle school students and, in turn, motivate them to pursue in STEM interests and careers. Vegas STEM Lab, led by a team of investigators from the University of Nevada, Las Vegas, will employ a mix of online and on-site activities to introduce students to engineering methods in the context of the entertainment and hospitality (E&H) industry that is the lifeblood of Las Vegas. Investigators will collaborate with local resorts, multimedia designers, and arts institutions to offer field experiences for students to interview, interact with, and learn from local experts. The Lab will help youth overcome prevailing beliefs of STEM as boring and difficult, boost their confidence as STEM-capable individuals, and expose them to the exciting STEM careers available in their hometown. UNLV engineering undergrads will serve as near-peer mentors to the middle school students, guiding them through Lab activities and acting as role models. Investigators will measure student learning and engagement over the course of the Vegas STEM Lab experience with the aim of understanding how the Lab model—with its rich set of activities and interpersonal interactions set in the local E&H industry—can cultivate STEM identity development and encourage students to pursue STEM pathways. Despite the project’s hyperlocal focus on the Las Vegas community, if successful, other cities and towns may learn from and adapt the Lab model for use in their youth development programs.
Vegas STEM Lab will provide online materials for students’ STEM learning during the academic year followed by on-site visits and hands-on project development during a three-week summer experience. The Lab will run for three years with cohorts of 40 students each (N=120) with the aim of iteratively improving its activities and outcomes from year to year. The local school district will help recruit middle school students who have demonstrated low interest in STEM to participate in the Lab, ensuring that participants reflect the demographic makeup of the Las Vegas community in terms of race and ethnicity, socio-economic status, and gender. Summer activities will take students behind the scenes of the city’s major E&H venues; investigate the workings of large-scale displays, light shows, and “smart hospitality” systems; and then build their own smaller scale engineering projects. Investigators will employ the Dynamic Systems Model of Role Identity (DSMRI) framework to study how intentionally designed Lab experiences shape students’ understanding of themselves, their future aspirations, and their grasp of the scientific enterprise. Summer activities will be integrated into the online learning platform at the end of each year of Vegas STEM Lab, and in the final year of the project, workshops will train local educators to use the platform in either formal or informal learning settings. Materials and research findings produced through this work will be disseminated to middle school teachers and afterschool care providers, and shared with researchers through academic publications and conferences.
This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program.
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TEAM MEMBERS:
Emma RegentovaVenkatesan MuthukumarJonathan HilpertSi Jung Kim
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).
Research shows that Black girls and women, regardless of their academic achievements and STEM interests, often encounter academic under-preparation, social isolation, exclusion, and race-gender discrimination that negatively impacts their ongoing engagement and retention in STEM. This project will provide innovative, culturally relevant learning environments to middle and high school Black girls to counter these negative trends. Using hands-on coding and robotics activities, project participants will develop positive attitudes toward science, technology, engineering, and mathematics (STEM). The project emphasizes peer-mentoring by providing opportunities for Black female high school (assistant coaches) and Black college students (coaches) to serve as counselors and mentors to participants. Additionally, engineers, scientists, and executives from STEM industries will serve as mentors and share their experiences to broaden participants’ STEM career aspirations. The project is a three-year collaborative effort between the University of California Davis C-STEM Center, the Umoja Community Education Foundation, and the 66 affiliated California community colleges, industry partners, and school districts in California. Over three years, nearly 2,000 females will participate in the project.
Learning environments for Black girls and women led by other Black girls and women are referred to as “counterspaces” where they are free to engage in STEM in ways that value their identities while promoting STEM engagement, interests, and career aspirations. The project’s curriculum will follow a research-based, culturally relevant multi-tiered mentoring approach. The curriculum is designed to develop participants’ STEM content knowledge, critical thinking, and logical reasoning capabilities through meaningful connections to real-life applications using hands-on coding and robotics. A mixed-method longitudinal study will examine the impact on participants’ STEM outcomes, emphasizing contributing new knowledge on the viability of multi-tiered, culturally relevant mentoring for increasing equity in informal STEM learning (ISL). The program's effectiveness will be evaluated using longitudinal assessments of mathematics standards, computer science and robotics conceptual knowledge, logical and critical thinking skills, STEM school achievements, interests and attitudes toward STEM subjects, advanced STEM course-taking, involvement in other ISL opportunities, and leadership in STEM in one’s school/university and community. The project will test a locally based informal learning model with projects hosted by other K-12 and college partners.
This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.
Black Girls Create (BGC) is a program that uses maker pedagogy, social history (i.e., Black women’s contributions in STEM), culturally responsive pedagogy, and mentoring to engage Black girls in STEM. For the project, culturally responsive making is operationally defined as the use of cultural knowledge and maker technologies to create, design, and produce artifacts that are related to a particular concept, theme, or person. The project will conduct a feasibility research study that investigates how engagement in BGC affects participants' STEM interest, STEM confidence, and racial and gender identities. In the project, participants will discover how Black women have made an impact in STEM fields and will learn how to digitally create cultural artifacts/wearable art related to their discoveries. Approximately 120 middle school girls in grades 6-8 (8 groups of 15 participants each) from underserved neighborhoods will be recruited for participation in this two-year study. Each group will meet for 3 hours per week over an 8-week period. Instructional materials from this research will be made freely available online so that they can be adapted and used at other formal and informal educational institutions that seek to garner interest and access to STEM learning for Black girls and women.
A pre- and post-test, quasi-experimental design will be used to research the program’s influence on participants’ self-efficacy, racial identity, and gender identity. Lagged regression models that control for students’ age, race/ethnicity, and pre-survey scores will be used to examine growth in each of the four outcomes. Once all of the participants in the groups have completed BGC, data from all groups will be combined to increase power and thereby detect statistically meaningful differences in pre- and post-survey scores. In addition, variables representing attendance and program engagement will be entered into the model to examine whether students who are highly engaged in BGC programming exhibit more growth in the four outcomes. Qualitative data will be derived from students' journal entries as well as focus group interviews. Weekly journals will be used to gather data about the context and experiences of participants as they unfold throughout the program. Semi-structured focus groups will center around the usefulness of skills and knowledge gained from the program activities, significant experiences with peers and program staff, the opportunity to learn about Black women STEM progenitors, and learning how to make digitally fabricated artifacts. NVIVO, a computer software program, will be used as a tool to support the analysis of the rich, text-based information resulting from the journals and focus group narratives.
This feasibilty research project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.