Search for: All records

IntroductionEarly informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program—Teaching Together STEM—to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual “funshops” to evaluate if parents perceived this modality as feasible and useful. MethodsMuseum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds. ResultsOur results indicate no significant group differences in the primary outcome of parents’ involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children’s general science interests (ES = −0.19). DiscussionDespite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM. 

IntroductionThis article investigates an early STEM family engagement program offered during the pre-kindergarten (pre-k) year. Pre-k is an important juncture for community organizations to support children’s STEM engagement and parental involvement in informal STEM learning. We evaluated a program called Teaching Together STEM, which offers a series of museum outreach and family events at schools with the aim of broadening access to early STEM for children experiencing poverty. We replicated program content previously delivered using in-person events but shifted to a hybrid delivery approach that combined two virtual and two in-person events with linguistically diverse families of 3- and 4-year-olds. We evaluated whether attending events improved parent outcomes, such as involvement in STEM activities at home, and child outcomes, such as engagement in a STEM task. MethodsThe analytic sample included 59 families—35 randomly assigned families took part in the treatment and 24 families were assigned to a waitlist control group. Developed in Spanish and English, the informal STEM program was hosted by local children’s museum educators for 21 pre-k classrooms using these components: (a) a series of four family education “funshops;” (b) parent tips and reminders via text message; (c) nine thematically related, take-home STEM extension activity kits; and (d) a family museum field trip for each school, as well as individual family museum passes. ResultsThere were no significant impacts on primary outcomes of parent involvement (effect size [ES] = −0.03) or child STEM engagement/enthusiasm (ES = −0.73). There were improvements in some aspects of parents’ STEM attitudes (e.g., math expectancy ES = 0.58), but other distal parent and child outcomes were not significantly changed. DiscussionThe hybrid delivery approach showed promise in terms of attendance and parent satisfaction but likely was not intensive enough to increase parent involvement. We discuss implications for other community-based family engagement programs focused on broadening participation in informal STEM. 

Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program for increasing parent involvement in STEM learning. This informal STEM, family engagement program was offered in 20 schools where 92% of students received free/reduced lunch. The core treatment included a series of family education workshops, text messages, and family museum passes. The workshops were delivered at school sites by museum outreach educators. We randomly assigned schools to business-as-usual control or one of three additive treatment groups. Using an additive treatment design, we provided the core program in Treatment A, we added take-home STEM materials in Treatment B, and added materials + parent monetary rewards in Treatment C. The primary outcome was parent involvement in STEM (n = 123). There were no significant impacts of any treatment on parent involvement; however, the groups that added take-home materials had larger effect sizes on parent involvement at posttest (ES = −0.08 to 0.18) and later, kindergarten follow-up (ES = −0.01 to 0.34). Adding parent monetary rewards only produced short-term improvements in parent involvement that faded at follow-up. We discuss implications for other community-sponsored family engagement programs focused on informal STEM learning, including considering characteristics of families who were more versus less likely to attend. These null findings suggest that alternatives to in-person family education workshops should be considered when parents are experiencing poverty and have competing demands on their time.