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1. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

   https://doi.org/10.3389/fpsyg.2021.503237  

   McGuire, Luke ; Monzavi, Tina ; Hoffman, Adam J. ; Law, Fidelia ; Irvin, Matthew J. ; Winterbottom, Mark ; Hartstone-Rose, Adam ; Rutland, Adam ; Burns, Karen P. ; Butler, Laurence ; et al ( March 2021 , Frontiers in Psychology)

   Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants ( n = 364; early childhood, n = 151, M age = 6.73; late childhood, n =more »136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.« less
2. Connecting Community and Citizen Science to Stewardship Action Planning Through Scenarios Storytelling

   https://doi.org/10.3389/fevo.2021.695534  

   Spellman, Katie V. ; Cost, Douglas ; Villano, Christine P. ( September 2021 , Frontiers in Ecology and Evolution)

   Community and citizen science on climate change-influenced topics offers a way for participants to actively engage in understanding the changes and documenting the impacts. As in broader climate change education, a focus on the negative impacts can often leave participants feeling a sense of powerlessness. In large scale projects where participation is primarily limited to data collection, it is often difficult for volunteers to see how the data can inform decision making that can help create a positive future. In this paper, we propose and test a method of linking community and citizen science engagement to thinking about and planningmore »for the future through scenarios story development using the data collected by the volunteers. We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings. Using qualitative analysis of educator interviews and youth work samples, we found that using a scenario stories development mini-workshop allowed the youth to use their own data and the data from other sites to imagine the future and possible actions to sustain berry resources for their communities. This process allowed youth to exercise key cognitive skills for sustainability, including systems thinking, futures thinking, and strategic thinking. The analysis suggested that youth would benefit from further practicing the skill of envisioning oneself as an agent of change in the environment. Educators valued working with lead scientists on the project and the experience for youth to participate in the interdisciplinary program. They also identified the combination of the berry data collection, analysis and scenarios stories activities as a teaching practice that allowed the youth to situate their citizen science participation in a personal, local and cultural context. The majority of the youth groups pursued some level of stewardship action following the activity. The most common actions included collecting additional years of berry data, communicating results to a broader community, and joining other community and citizen science projects. A few groups actually pursued solutions illustrated in the scenario stories. The pairing of community and citizen science with scenario stories development provides a promising method to connect data to action for a sustainable and resilient future.« less
3. COVID-19 Racism and Mental Health in Chinese American Families

   https://doi.org/10.1542/peds.2020-021816  

   Cheah, Charissa S.L. ; Wang, Cixin ; Ren, Huiguang ; Zong, Xiaoli ; Cho, Hyun Su ; Xue, Xiaofang ( November 2020 , Pediatrics)

   OBJECTIVES: The coronavirus disease 2019 (COVID-19) pandemic has fueled xenophobia against Chinese Americans. We examined the rates of 6 types of COVID-19 racism and racial discrimination experienced by Chinese American parents and youth and the associations with their mental health. METHODS: We recruited a population-based sample of Chinese American families to participate in this self-reported survey study conducted from March 14, 2020, to May 31, 2020. Eligible parent participants identified as ethnically/racially Chinese, lived in the United States, and had a 4- to 18-year-old child; their eligible children were 10 to 18 years old. RESULTS: The sample included 543 Chinesemore »American parents (mean [SD] age, 43.44 [6.47] years; 425 mothers [78.3%]), and their children (N = 230; mean [SD] age, 13.83 [2.53] years; 111 girls [48.3%]). Nearly half of parents and youth reported being directly targeted by COVID-19 racial discrimination online (parents: 172 [31.7%]; youth: 105 [45.7%]) and/or in person (parents: 276 [50.9%]; youth: 115 [50.2%]). A total of 417 (76.8%) parents and 176 (76.5%) youth reported at least 1 incident of COVID-19 vicarious racial discrimination online and/or in person (parents: 481 [88.5%]; youth: 211 [91.9%]). A total of 267 (49.1%) parents and 164 (71.1%) youth perceived health-related Sinophobia in America, and 274 (50.4%) parents and 129 (56.0%) youth perceived media-perpetuated Sinophobia. Higher levels of parent- and youth-perceived racism and racial discrimination were associated with their poorer mental health. CONCLUSIONS: Health care professionals must attend to the racism-related experiences and mental health needs of Chinese Americans parents and their children throughout the COVID-19 pandemic via education and making appropriate mental health referrals.« less
4. Learning From the Experiences of COVID-19 Survivors: Web-Based Survey Study

   https://doi.org/10.2196/23009  

   Prioleau, Temiloluwa ( January 2021 , JMIR Formative Research)

   Background There are still many unanswered questions about the novel coronavirus; however, a largely underutilized source of knowledge is the millions of people who have recovered after contracting the virus. This includes a majority of undocumented cases of COVID-19, which were classified as mild or moderate and received little to no clinical care during the course of illness. Objective This study aims to document and glean insights from the experiences of individuals with a first-hand experience in dealing with COVID-19, especially the so-called mild-to-moderate cases that self-resolved while in isolation. Methods This web-based survey study called C19 Insider Scoop recruitedmore »adult participants aged 18 years or older who reside in the United States and had tested positive for COVID-19 or antibodies. Participants were recruited through various methods, including online support groups for COVID-19 survivors, advertisement in local news outlets, as well as through professional and other networks. The main outcomes measured in this study included knowledge of contraction or transmission of the virus, symptoms, and personal experiences on the road to recovery. Results A total of 72 participants (female, n=53; male, n=19; age range: 18-73 years; mean age: 41 [SD 14] years) from 22 US states were enrolled in this study. The top known source of how people contracted SARS-CoV-2, the virus known to cause COVID-19, was through a family or household member (26/72, 35%). This was followed by essential workers contracting the virus through the workplace (13/72, 18%). Participants reported up to 27 less-documented symptoms that they experienced during their illness, such as brain or memory fog, palpitations, ear pain or discomfort, and neurological problems. In addition, 47 of 72 (65%) participants reported that their symptoms lasted longer than the commonly cited 2-week period even for mild cases of COVID-19. The mean recovery time of the study participants was 4.5 weeks, and exactly one-half of participants (50%) still experienced lingering symptoms of COVID-19 after an average of 65 days following illness onset. Additionally, 37 (51%) participants reported that they experienced stigma associated with contracting COVID-19. Conclusions This study presents preliminary findings suggesting that emphasis on family or household spread of COVID-19 may be lacking and that there is a general underestimation of the recovery time even for mild cases of illness with the virus. Although a larger study is needed to validate these results, it is important to note that as more people experience COVID-19, insights from COVID-19 survivors can enable a more informed public, pave the way for others who may be affected by the virus, and guide further research.« less
5. Expanding Informal Maker-Based Learning Programs for Urban Youth

   Foad Hamidi, Amy Freeland ( November 2020 , Proceedings Frontiers in Education Conference)

   This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programsmore »generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged.« less