PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

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This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas.

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According to Social Cognitive Theory, self-efficacy describes students' beliefs in their ability to be successful within a certain task or domain. Though some contributions to self-efficacy are generally accepted, it is important to continue to look for additional factors that contribute to selfefficacy, especially those that provide opportunities for educators to improve their students' self-efficacy. This study uses regression analyses on a sample (n = 225) of undergraduate students to examine the unique contribution that help-seeking beliefs make to mathematical self-efficacy. Resultsshow that help-seeking beliefs have a positive relationship with self-efficacy and make a unique, positive contribution to self-efficacy even when controlling for other sources of self-efficacy. Results suggest the need for educators to improve student help-seeking beliefs by purposefully teaching helpseeking skills and providing more access to effective, individualized help for students.