Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM subjects. Shifting away from the leaky STEM pipeline analogy, researchers have posited contemporary understandings to explain why the minoritization of URM girls persists. Informal learning environments such as STEM summer camps are being studied to assess how URM girls experience and interact with STEM in novel ways. These environments can inform the research field about how URM girls’ perceptions of their STEM identities, abilities, efficacy, and belonging in STEM develop as they engage in those spaces. This mixed-method study used a multiple-case-study approach to examine how aspects of URM middle school girls’ STEM identities positively changed after participating in a one-week, sleep-away, single-gender STEM summer camp held at a university in the Southwestern U.S. Drawing on intersectionality and STEM identity, we used ecological systems theory to design our research study, examining how URM middle school girls narrate their STEM identities in this informal learning environment. Using quantitative analyses and deductive coding methods, we explored how elements of girls’ STEM identities were shaped during and after their participation in the STEM summer camp. Findings from our study highlight (1) quantitative changes in girl participants’ STEM identities, sense of belonging in STEM, and perceived STEM ability belief, (2) qualitative results supporting our quantitative findings, and (3) how the intersectionality of participants’ race and gender played a role in their STEM identities. This study points to the potential of STEM informal learning camps as a way of developing and fostering URM girls’ STEM identities.
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This content will become publicly available on June 12, 2025
Exploring STEM Identity and Belonging in Minoritized Girls at a Summer Camp
This study explores STEM identity among Underrepresented and Underserved Racially and Ethnically Minoritized (UUREM) middle school girls within informal learning settings. Focusing on micro-level interactions, we explored a single-gendered STEM summer camp where UUREM middle school girls comprised 81% of the participants (N=59). Guided by ecological systems theory as a methodological approach to developing well-designed informal STEM activities, we sought to positively shape UUREM middle school girls’ STEM identity. STEM identity is complex, multi-layered, and inseparable from the intersectionality of their racial and gender identities. This approach is particularly salient in affective factors such as self-efficacy, ability-belief, and a sense of belonging during their pivotal middle school years. Critical implications include (a) single-gender spaces, like STEM camps, provide affirming, safe environments for authentic discussion and belonging in STEM, and (b) role models of similar racial and gender backgrounds support positive STEM identity formation for UUREM middle school girls.
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- Award ID(s):
- 2115393
- PAR ID:
- 10521005
- Editor(s):
- Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E
- Publisher / Repository:
- Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024
- Date Published:
- Page Range / eLocation ID:
- 1562-1565
- Format(s):
- Medium: X
- Location:
- Buffalo, USA
- Sponsoring Org:
- National Science Foundation
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