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
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This Research in Service to Practice project will examine how a wide range of pre-college out-of-school-time activities facilitate or hinder females' participation in STEM fields in terms of interest, identity, and career choices. The study will address the ongoing problem that, despite females' persistence to degree once declaring a major in college, initially fewer females than males choose a STEM career path. To uncover what these factors might be, this study will look at the extent to which college freshmen's pre-college involvement in informal activities (e.g., science clubs, internships, shadowing of STEM professionals, museum-going, engineering competitions, citizen science pursuits, summer camps, and hobbies) is associated with their career aspirations and avocational STEM interests and pursuits. While deep-seated factors, originating in culture and gender socialization, sometimes lower females' interest in STEM throughout schooling, this study will examine the degree to which out-of-school-time involvement ameliorates the subtle messages females encounter about women and science that can interfere with their aspiration to a STEM careers.
The Social Cognitive Career Theory will serve as the theoretical framework to connect the development of interest in STEM with students' later career choices. An epidemiological approach will be used to test a wide range of hypotheses garnered from a review of relevant literature, face-to-face or telephone interviews with stakeholders, and retrospective online surveys of students. These hypotheses, as well as questions about the students' demographic background and in-school experiences, will be incorporated into the main empirical instrument, which will be a comprehensive paper-and-pencil survey to be administered in classes, such as English Composition, that are compulsory for both students with STEM interests and those without by 6500 students entering 40 large and small institutions of higher learning. Data analysis will proceed from descriptive statistics, such as contingency tables and correlation matrices, to multiple regression and hierarchical modeling that will link out-of-school-time experiences to STEM interest, identity, and career aspirations. Factor analysis will be used to combine individual out-of-school activities into indices. Propensity score weighting will be used to estimate causal effects in cases where out-of-school-time activities may be confounded with other factors. The expected products will be scholarly publications and presentations. Results will be disseminated to out-of-school-time providers and stakeholders, educators, and educational researchers through appropriate-level journals and national meetings and conferences. In addition, the Public Affairs and Information Office of the Harvard-Smithsonian Center for Astrophysics will assist with communicating results through mainstream media. Press releases will be available through academic outlets and Op-Ed pieces for newspapers. The expected outcome will be research-based evidence about which types of out-of-school STEM experiences may be effective in increasing young females' STEM interests. This information will be crucial to educators, service providers, as well as policy makers who work toward broadening the participation of females in STEM.
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TEAM MEMBERS:
Roy GouldPhilip SadlerGerhard Sonnert