Staff matter: Gender differences in science, technology, engineering or math (STEM) career interest development in adolescent youth

Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging

Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.

Freedom dreaming to STEM: A conceptual model for Black youth's racial and STEM identity development through social media

Social media use has become increasingly enmeshed in the lives of youth. Although investigations in this area have tended to focus on risk (e.g., cyberbullying) and negative outcomes (e.g., in mental health and academic functioning), a growing body of literature suggests there may be positive developmental outcomes associated with Black youths' social media use. Social media may offer Black youth a means of resisting negative experiences, expand their opportunities to create and explore, and facilitate the integration of their racial and STEM identities. Aligned with PYD perspectives and PVEST, we suggest this dynamic process occurs iteratively within youth and bidirectionally between youth and their environment (online and offline) over the course of development. In this article, we present a conceptual model to guide future investigations to address gaps in the literature and elucidate the linkages between social media use, racial identity, and STEM identity among Black youth. We begin by reviewing two frameworks that provide the theoretical foundations for our model. We then discuss our outcomes of interest: racial identity and STEM identity. Given its rapidly evolving nature, we then proceed with a discussion about how social media may be operationalized, noting limitations in the current literature and highlighting the unique ways in which social media differs from offline contexts. Subsequently, we present our conceptual model, which we situate within distal, proximal, and individual offline influences. We also propose processes that may link social media use to positive identity outcomes. We conclude this article with recommendations for future investigations.

Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study

Supportive community contexts are critical to positive youth development. Out-of-school time (OST) programs serve as supportive community contexts, and participation in OST programs is associated with a host of positive outcomes for youth. Cultural centers, such as museums, have been identified as potentially supportive community contexts for youth. Still, museums have been mostly absent in the broader research discussion of the role of community-based OST programs in promoting positive youth development. The current article presents a qualitative, single-case study of 37 youth between the ages of 13 and 18, the majority of whom identified with racial/ethnic identity groups traditionally underrepresented in OST program participation, in which we examined youths’ perspectives of the features of a museum-based, science-focused, youth development program that they found to be particularly supportive. Five themes emerged, including (a) the program structure, (b) meaningful opportunities and experiences offered by the program, (c) relationships with staff, (d) a positive peer culture, and (e) sense of belonging. The results provide detailed insight into how cultural centers, such as museums, can serve as supportive community contexts for youth development.

An Analysis of the Cognitive Ability of Knowledge Mapping Homeschooling Based on the Rasch Model

Family cognition is a representation of the quality of family harmony, so family cognition score is an important exercise at the family level. The research based on the hybrid Rasch model is an important reference point. This study is based on the mixed Rasch model in item response theory. Firstly, descriptive statistical analysis is carried out on the family level, which is sorted according to the total score and specific proportion, and the difficulties and differences of family members in multiple choice questions at different levels are compared. Then, the number of potential categories estimated using the hybrid rush model is discussed in two cases. In one case, the number of categories is known and the categories are more detailed, so as to facilitate comparison and promote the harmony of family members.

Culturally Responsive Practices: Insights from a High-Quality Math Afterschool Program Serving Underprivileged Latinx Youth

High-quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low-income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful program climate, (2) engaging in personal conversations, (3) facilitating opportunities for mutual and math learning across diverse cultures and perspectives, and (4) the promotion of math and a range of social-emotional skills across contexts. These practices helped youth feel more connected to the program, their peers, and program staff (college mentors); provided a platform for youth voice and contribution to the processes of teaching and learning; facilitated opportunities for skill development and practice across the different contexts of youth's lives; interrelated with Latinx cultural values; and helped to promote youth's engagement and math learning. Importantly, youth's relationships with their mentors was a significant aspect of their experiences and perceptions of these practices. We argue that culturally responsive practices are necessary to achieve high-quality programs and provide specific implications for how ASPs can implement them in the design and implementation of their programs.

Measuring the long-term effects of informal science education experiences: challenges and potential solutions

Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a "cascade" of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, M ^age = 6.73; late childhood, n = 136, M ^age = 10.01; adolescence, n = 59, M ^age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.

How Mentors Contribute to Latinx Adolescents’ Social Capital in the Sciences

The aim of this study was to examine how mentors provide social capital to Latinx adolescents in science education. Participants were drawn from a long-term, comprehensive science support program at a medical university in the Midwest. Using a case study approach, various stakeholders participated in one-on-one, in-depth qualitative interviews: 11 Latinx high school and college students, three staff members, 12 graduate student mentors, and 13 faculty mentors. Protocols were approved by an Institutional Review Board. The qualitative analysis was guided by a modified grounded theory approach, which involved three steps: initial coding, focused coding, and modified axial coding. Participants described how mentors promoted youth’s social capital through bridging and bonding behaviors, which were related to students’ (a) enhanced professional development, (b) broadened perspectives about science specifically and education broadly, (c) exploration opportunities, and (d) increased interest in science. This study fills gaps in the literature by showing how bridging and bonding social capital are provided in mentoring relationships and by examining STEM mentoring in a Latinx adolescent sample. Study findings have implications for increasing Latinx students in the science education pipeline. Future directions for research on STEM mentoring and social capital are discussed.

The impact of nature-based education on health-related quality of life among low-income youth: results from an intervention study

BACKGROUND

Nature experiences have been shown to promote physical, emotional, mental and overall health. However, low-income youth often face inequities in access to nature. The purpose of this study was to evaluate the impact of a 15-week nature-based education (NBE) intervention on health-related quality of life (HRQoL) of low-income youth.

METHODS

A total of 362 low-income youth (ages 9-15) in St. Louis, MO, USA, participated in this study. Study participants completed a pre- and post-intervention survey that included validated measures of six HRQoL domains (Physical Activity, Emotional Health Functioning, School Functioning, Social Functioning, Family Functioning and overall HRQoL). Random effects analysis of covariance was used to test for significant differences in HRQoL scores between the intervention and control groups, after adjusting for school, age, previous nature exposure, and Science, Technology, Engineering and Mathematics capacity.

RESULTS

After the intervention period, youth in the NBE intervention group experienced improvements in all HRQoL domain scores (P < 0.001), whereas youth in the control group experienced declines in HRQoL domain scores (P < 0.001).

CONCLUSIONS

NBE may have a positive impact on the HRQoL of low-income youth. Further investigations examining the influence of nature-based activities on youth health outcomes are warranted.

An Analysis of the Educational and Health-Related Benefits of Nature-Based Environmental Education in Low-Income Black and Hispanic Children

Background: Low-income and non-white children experience disparities in health, education, and access to nature. These health disparities are often associated and exacerbated by inequities in the U.S. educational system. Recent research suggests that nature contact may reduce these health and educational disparities for urban low-income populations. Nature-based education (NBE) uses nature contact to inspire curiosity and improve health. This study examines the health and educational outcomes of a 15-week NBE intervention for urban low-income, black and Hispanic children 10–15 years of age.

Methods: Children (n=122) completed a pre-intervention and post-intervention survey that addressed seven science, technology, engineering, and math (STEM)-capacity items (leadership, teamwork, science relevance, sustainability relevance, STEM self-efficacy, science interest, and overall STEM capacity) and six widely used health-related quality-of-life (HRQoL) domains (physical health functioning, emotional health functioning, school functioning, social functioning, family functioning, and overall HRQoL). Focus groups with participating students and post-intervention surveys of NBE mentors and teachers explored perceptions of the intervention impact.

Results: There were statistically significant positive changes in STEM capacity and HRQoL for participating students. For example, children's overall STEM capacity and overall HRQoL scores improved by 44% and 46%, respectively (both p<0.05). Qualitative data highlighted the intervention's educational and health benefits.

Conclusions: These results support further research quantifying the effects of NBE on STEM capacity and HRQoL in urban, low-income, black and Hispanic children.

Can museums find male or female audiences online with YouTube?

Purpose

The purpose of this paper is to investigates if and why audience gender ratios vary between museum YouTube channels, including for museums of the same type.

Design/methodology/approach

Gender ratios were examined for public comments on YouTube videos from 50 popular museums in English-speaking nations. Terms that were more frequently used by males or females in comments were also examined for gender differences.

Findings

The ratio of female to male YouTube commenters varies almost a hundredfold between museums. Some of the difference could be explained by gendered interests in museum themes (e.g. military, art) but others were due to the topics chosen for online content and could address a gender minority audience.

Practical implications

Museums can attract new audiences online with YouTube videos that target outside their expected demographics.

Originality/value

This is the first analysis of YouTube audience gender for museums.