How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity

Soto-Lara, Stephanie; Yu, Mark Vincent B.; Pantano, Alessandra; Simpkins, Sandra D.

doi:10.1080/10888691.2021.1945454

Cited by 4 publications

(1 citation statement)

References 49 publications

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“…A substantial amount of prior research has documented how participating in science, technology, engineering, and/or mathematics (STEM) experiences in informal learning environments 2 has the potential to shape youths' developing identity and self-confidence in STEM (Allen et al, 2019;Young et al, 2019), positively improve youths' perception of STEM careers (Tyler-Wood et al, 2012;Vela et al, 2020), enhance and extend learning of STEM concepts (Duran et al, 2014;Roberts et al, 2018), increase enrollment in advanced STEM courses (Young & Young, 2018), foster problem-solving skills (Allen et al, 2019), and develop and sustain youths' interest in a STEM field (Allen et al, 2019;Soto-Lara et al, 2021). Moreover, such experiences at an early age have been shown to be predictive of post-secondary learners' STEM identity, competence and engagement in science and mathematics (e.g., Dou et al, 2019;Goff et al, 2020;Rodriquez et al, 2019).…”

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confidence: 99%

“We didn’t know we were doing science”: Engaging with science and mathematics in an archaeology afterschool program

Simpson,

Miroff,

Carroll

et al. 2023

J-STEM

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An extensive number of empirical research studies support the engagement of young children and youth in out-of-school science, technology, engineering, and/or mathematics learning experiences. In this case study, we add to this knowledge base through examining how rural middle school learners engage with science and math concepts and practices through an afterschool program that emphasized the development of STEM content, skills, and practices using the field of archaeology, as well as Indigenous knowledges, as mediums. Results highlighted how various syncretic approaches within the afterschool program afforded 61 middle school aged learners’ opportunities to engage with math and science concepts common to archaeologists and Indigenous peoples. We illustrate this through five “doings.” For example, learners engaged in similar science practices to Indigenous peoples through considering how local landscapes and the natural environment informed decisions regarding settlements. This study concludes with recommendations for professional archaeologists and educators to adapt and/or develop a similar afterschool program to support students’ participation as ARCH + STEM learners.

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mentioning

confidence: 99%

“We didn’t know we were doing science”: Engaging with science and mathematics in an archaeology afterschool program

Simpson,

Miroff,

Carroll

et al. 2023

J-STEM

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Math CEO: A Mutually Beneficial Partnership between College Mentors and Latinx Youths

Pantano

2024

University-Community Partnerships for Transformative Education

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The UC Irvine Math Community Educational Outreach program (Math CEO) is a university-community partnership that connects faculty and students at the University of California, Irvine, with Latinx families in Santa Ana, California. The program offers weekly after-school math enrichment sessions and STEM-focused field trips for middle school students, as well as college-orientation workshops for caregivers. In this chapter, we focus on Math CEO’s intentional efforts to create an inclusive community of learners, both in in-person and virtual modalities (the latter practiced during the COVID-19 pandemic from 2020–22). Drawing on different perspectives—from college students, youths, and caregivers alike—we link these efforts to specific program outcomes.

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Promoting Latinx adolescents’ math motivation through competence support: Culturally responsive practices in an afterschool program context

Hsieh

Lee

et al. 2022

Contemporary Educational Psychology

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How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity

Cited by 4 publications

References 49 publications

“We didn’t know we were doing science”: Engaging with science and mathematics in an archaeology afterschool program

“We didn’t know we were doing science”: Engaging with science and mathematics in an archaeology afterschool program

Math CEO: A Mutually Beneficial Partnership between College Mentors and Latinx Youths

Promoting Latinx adolescents’ math motivation through competence support: Culturally responsive practices in an afterschool program context

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