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Student innovation competitions and programs (ICPs), including hackathons, start-up competitions, and customer discovery labs, have had a transformative impact on the higher education entrepreneurial ecosystem. They have also facilitated students’ experiences in Science, Technology, Engineering, and Math (STEM). However, there is a disparity in the number of underrepresented students and dominant student groups participating in STEM fields. While research supports the benefits of ICP participation, literature discussing students’ perceptions of these programs remains limited. This study addresses three research questions about participation motivation (perceived values and associated costs), participation barriers, and differing perceptions among groups. Semi-structured, in-depth interviews were conducted with 38 students (25 females/13 males, 17 participants/21 non-participants). The analysis focused on the Situated Expectancy-Value Theory (SEVT) and the Theory of Planned Behavior (TPB). The research findings contribute to fostering diversity and inclusion within educational or professional environments by uncovering values (e.g., acquiring professional skills) and costs (e.g., opportunity costs) that students associate with motivation to engage in ICPs. Institutional and individual barriers were identified, including limited program awareness, lack of diversity, and identity mismatch. Therefore, the study intends to inform STEM educators and ICP organizers, foster inclusivity and diversity in the entrepreneurial ecosystem, and offer guidance for interventions.
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This content will become publicly available on February 1, 2027
Enhancing Access to High School Summer STEM Programs Through Proactive Planning and Budgeting
ABSTRACT Summer programs are a powerful educational tool for increasing student interest in science, technology, engineering, and mathematics (STEM) careers. However, barriers such as lack of awareness, transportation challenges, and financial constraints can hinder participation. This study examinesWater Dawgs, a paid summer initiative designed to provide high school students with hands‐on freshwater science education while ensuring accessibility for all interested students. UsingWater Dawgsas a case study, we explore how proactive planning and budgeting can help mitigate these participation barriers.Water Dawgssuccessfully engaged 16 participants, and survey results indicate increased self‐efficacy in STEM as well as greater awareness of how environmental science impacts daily life and career opportunities. We identify five key barriers—information gaps, resource deficiencies, transportation disparities, food insecurity, and economic limitations—and offer practical recommendations for addressing them through proactive planning and budgeting of direct costs. Strategies include planning and engagement well in advance of the event, allocating direct expenditures to compensate teacher partners and participants for their work, providing all necessary supplies for both classroom and field activities, offering transportation options for all participants, and ensuring access to meals. Our case study highlights the importance of thoughtful program planning and budget development that fully accounts for direct costs associated with removing barriers, making STEM summer programs an option for all interested students.
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- Award ID(s):
- 1941555
- PAR ID:
- 10692360
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Ecology and Evolution
- Volume:
- 16
- Issue:
- 2
- ISSN:
- 2045-7758
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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