The text discusses a study focusing on informal STEM learning experiences for high school students from historically marginalized communities. These experiences aim to engage students in complex socio-scientific issues, providing them with opportunities to develop STEM literacy. The study uses a mixed method approach to analyze the impacts of these informal programs on students over various timeframes, ranging from 22 to 320 hours.
The introduction highlights the importance of promoting equity in STEM education, addressing the underrepresentation of women, Black, Latinx/a/o, Indigenous, individuals with disabilities, and those affected by poverty in STEM fields. The study aims to provide insights into how informal STEM programs can support equitable STEM learning for students from historically marginalized communities.
The research, conducted by the Systems Education Experiences (SEE) program, explores the progress made by students from historically marginalized communities as a result of participating in STEM experiences. The study also investigates the successes and challenges faced by these students in engaging with authentic STEM experiences. The findings reveal the importance of hands-on participation in projects, connections to STEM professionals, and group work in supporting students' progress across various STEM learning constructs.
The study demonstrates that research-based informal STEM programs can be implemented with minimal resources while still being effective in supporting students' STEM learning and outcomes. It emphasizes the need for programs to address barriers along STEM pathways and help students understand the societal connections in STEM fields.
The analysis further explores the impact of different program durations, both in-person and remote, on students' STEM success. Results show that students benefited from various program models, with consistent positive outcomes across different experience durations. The study suggests that interactions with STEM professionals and engagement in authentic research activities play a vital role in fostering students' STEM identity, interest, and 21st-century learning skills.
Overall, the study provides practical insights for advancing informal STEM learning and outcomes for students from historically marginalized communities. It underscores the significance of supporting students in making informed decisions about their STEM pathways, understanding career options, and building social capital and 21st-century skills. The findings highlight the importance of creating inclusive and effective STEM programs to address equity issues in STEM education.
Source: https://www.nature.com/articles/s41599-024-02797-w
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