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This study aims to explore how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential science, technology, engineering and mathematics (STEM) camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups. The study draws on qualitative interview data from 11 participants and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants’ experiences with data collection, organization, analysis and interpretation within the context of real-world, community-relevant topics. The findings demonstrate that participants engaged with data by collecting, organizing and analyzing information relevant to authentic problems. Meaning-making was facilitated through social interactions with peers and mentors, enabling participants to collaboratively interpret and critique data. Girls demonstrated critical examination of data by questioning sources, identifying limitations and considering potential biases. Through presentations, participants applied and communicated their findings, connecting data analyses to community-relevant concerns. Reflection and iteration emerged as participants reconsidered their approaches and interpretations over time. This study contributes to research on informal learning, equity in STEM and data literacy by illustrating how informal STEM programs can intentionally foster CDL among UUREM girls. The findings highlight the role of collaborative meaning-making, critical reflection and community relevance in supporting youth to engage with data as a tool for understanding and addressing societal challenges.
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This content will become publicly available on December 1, 2026
Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning
This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants’ podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students’ creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields.
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- Award ID(s):
- 2115393
- PAR ID:
- 10614306
- Publisher / Repository:
- Discover Education
- Date Published:
- Journal Name:
- Discover Education
- Volume:
- 4
- Issue:
- 1
- ISSN:
- 2731-5525
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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