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Abstract While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice.
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Measuring STEM Engagement and Advocacy of Older Adults (50+)
A team of interdisciplinary investigators from the University of California, Berkeley, proposes to conduct exploratory research on informal STEM learning among older adults through an 18-month pilot study, Investigating the Measurement of STEM Engagement and Advocacy in Older Adults. The researchers include faculty and staff from three campus units: the Osher Lifelong Learning Institute @UC Berkeley (OLLI); the Fung Fellowship for Wellness and Technology (the Fellowship), part of the The Coleman Fung Institute for Engineering Leadership in the College of Engineering; and the Lawrence Hall of Science (LHS), the university’s public science center. This project focuses on understanding older adult participation and engagement in informal STEM learning environments and develops new methods for measuring participation, engagement, and advocacy in this population. This project aims to: (a) develop and apply methods for measuring engagement in informal STEM learning (ISL) and STEM advocacy in older adults (50+ years of age); and (b) explore factors that lead to the engagement of this population in ISL and that moderate the outcome of enhanced STEM advocacy.
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- Award ID(s):
- 1906720
- PAR ID:
- 10399782
- Date Published:
- Journal Name:
- Association of science and technology centers Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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