Gender and STEM Education: An Analysis of Interest and Experience Outcomes for Black Girls within a Summer Engineering Program

Abstract

An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Summer Engineering Experience for Kids (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in interest- and experience-related outcomes at single-gender and coeducation sites. The study found that the two single-gender sites out of the twelve sites had statistically significant differences in participant responses in favor of single-gender sites, with one site showing a significant association with overall enjoyment of the program. The study used social cognitive theory (SCT) and intersectionality to guide the research and found that the site type had a significant association with the results. These findings suggest the need for further exploration of the impact of site type within informal education programs, especially those targeting historically excluded populations in STEM.