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The number of African American females participating in cyber fields is significantly low. Science, technology, engineering, and mathematics (STEM) education requires a new approach to student engagement to increase African American female participation in cybersecurity. The most common approach to engaging more African American females in STEM is to provide students access to professional images or role models active in STEM; however, more is needed. More race-centered strategies beyond role modeling are necessary to attract and retain African American females in STEM. Research studies show that integrating personal experiences and making cultural connections can help improve student participation in STEM from underrepresented populations. In 2021, faculty in the Center for Cybersecurity Assurance and Policy at Morgan State University developed and implemented the GenCyber ‘‘Females are Cyber Stars’’ (FACS) Summer Camp. This initiative targeted female African American students in Baltimore public middle schools. Thirty-nine girls participated in the virtual program during the summer of 2021, and 25 girls engaged in the in-person program during the summer of 2022. The program’s goals were to increase female students’ interest in cybersecurity and exposure to the security of IoT (Internet of Things) devices in a smart home environment. The GenCyber FACS Summer Camp incorporated culturally responsive strategies to engage the participants in an inclusive and interactive setting. Participants were given pre- and post-program surveys to assess learning outcomes and examine the impact of using culturally responsive teaching strategies. The results showed that the girls reported increased knowledge and a gain in interest in cybersecurity and computing. This paper discusses the summer program and curriculum, culturally responsive teaching strategies deployed, student learning outcomes, and perceptions of cultural responsiveness assessed in the GenCyber FACS Summer Camp.
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This content will become publicly available on February 1, 2026
From Seeds to Harvest in Seven Weeks: Project-Based Learning with Latina Girls and Their Parents
This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education.
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- Award ID(s):
- 2005319
- PAR ID:
- 10599409
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 15
- Issue:
- 2
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 246
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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