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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 10, 2026
Incorporating Critical Data Literacy into a STEM Summer Camp
This study explores middle-grade girls' understanding of Critical Data Literacy (CDL) after participating in a week-long residential STEM camp. This research examines how informal learning settings can foster CDL among predominantly underrepresented minoritized (URM) girls. Through qualitative interviews, the study reveals how participants engaged with CDL components: formulating questions, gathering relevant data, employing analytical tools, and interpreting findings. The insights aim to inform strategies for enhancing CDL in informal environments, contributing to broader educational goals in data science and supporting the development of critical thinking skills for addressing societal issues.
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- Award ID(s):
- 2115393
- PAR ID:
- 10614310
- Publisher / Repository:
- Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025
- Date Published:
- Page Range / eLocation ID:
- 2541 to 2543
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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