To address participation inequities among youth in computer science programs, this study examined how parents evaluate out- of-school time (OST) STEM programs for their children. We facilitated a workshop and conducted interviews with parents in Digital Youth Divas (DYD), an OST STEM program for middle-school girls who are underrepresented in computing. We found that parents prefer programs that are free, at accessible locations, and run by reputable educational institutions. Parents also identified barriers such as the lack of a parent network and conflicting schedules. These challenges must be addressed in order to encourage participation in OST computing science programs.
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“I Have This. I'm Set": Expanding Human and Social Capital Through Out-of-School STEM Programs
This study explores how participation in an out-of-school time (OST) STEM summer program over multiple years improves STEM learning and motivation among a diverse sample of adolescents. In this study, we focus on a qualitative case study of a multi-site OST STEM summer program in the southwest U.S. We discuss how students who participate in OST STEM summer programs enhance their human and social capital, which increases their STEM learning and interest. Specifically, we find that participation leads to advanced STEM learning, expanding one’s social network to include individuals with shared interests in STEM, and access and interaction with real-world STEM knowledge.
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- Award ID(s):
- 2113395
- NSF-PAR ID:
- 10290866
- Date Published:
- Journal Name:
- Annual meeting program American Educational Research Association
- ISSN:
- 0163-9676
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The science, technology, engineering, and math (STEM) fields have a well-documented racialized and gendered participation gap between males, particularly white males, and women of color (WOC). Through a Critical Race Feminist lens, this qualitative research study uses life- story narrative analysis to understand the experiences of eleven WOC who participated in an urban STEM-focused out-of-school time (OST) program. Data analysis showed students story their experiences around three overarching themes: (1) Experiencing New Opportunities; (2) Cultivating Supportive Relationships; and (3) Expanding STEM Career Possibilities. Findings indicate that an urban STEM-focused OST program can activate an ecosystem of opportunities and support which can empower WOC to step out of their socialized comfort zones and step up to more advanced academic and career paths. Participant narratives demonstrate how their experiences in a particular urban STEM OST program opened doors and encouraged pathways otherwise historically made inaccessible to WOC in STEM fields.more » « less
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Research has shown that student achievement is influenced by their access to, or possession of, various forms of capital. These forms of capital include financial capital, academic capital (prior academic preparation and access to academic support services), cultural capital (the attitudes, knowledge, and behaviors related to education which students are exposed to by members of their family or community), and social capital (the resources students have access to as a result of being members of groups or networks). For community college students, many with high financial need and the first in their families to go to college (especially those from underrepresented minority groups), developing programs to increase access to these various forms of capital is critical to their success. This paper describes how a small federally designated Hispanic-serving community college has developed a scholarship program for financially needy community college students intending to transfer to a four-year institution to pursue a bachelor’s degree in a STEM field. Developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant, the program involves a collaboration among STEM faculty, college staff, administrators, student organizations, and partners in industry, four-year institutions, local high schools, and professional organizations. In addition to providing financial support through the scholarships, student access to academic capital is increased through an intensive math review program, tutoring, study groups, supplemental instruction, and research internship opportunities. Access to cultural and social capital is increased by providing scholars with faculty mentors; engaging students with STEM faculty, university researchers, and industry professionals through field trips, summer internships, professional organizations, and student clubs; supporting student and faculty participation at professional conferences, and providing opportunities for students and their families to interact with faculty and staff. The paper details the development of the program, and its impact over the last five years on enhancing the success of STEM students as determined from data on student participation in various program activities, student attitudinal and self-efficacy surveys, and academic performance including persistence, retention, transfer and graduation.more » « less
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