What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?

Gutierrez, Kristie; Blanchard, Margaret R.; Busch, K. C.

doi:10.1080/13504622.2022.2032611

Cited by 8 publications

(16 citation statements)

References 67 publications

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“…Sahin [42] found that students who had regular STEM club participation were more likely to select STEM majors than the national average. Yet, participants in non-compulsory STEM activities often have variable attendance and motivations to attend [4].…”

Section: Future Goalsmentioning

confidence: 99%

“…Culturally relevant clubs led by encouraging, relatable role models can promote students' development of new skills, knowledge, and friendships, foster a sense of belonging, and help students to find out about what they are passionate (e.g., [6,10,29,32]). Yet, few studies (e.g., [4,55,56]) have investigated the reasons or motivations for students to participate in afterschool programs. This study sought to document their choices and understand their reasoning through data collected directly from the students and use the lens of Situated Expectancy-Value theory [57] to make sense of these choices.…”

Section: Focus Of Current Studymentioning

confidence: 99%

“…In addition, afterschool STEM clubs can provide more authentic experiences that help participants better understand STEM concepts, through interesting, enriching activities that engage students [1,2]. Student-centered pedagogies that are prevalent in informal club spaces have also been shown to help develop 21st century skills (e.g., the 4Cs-collaboration, creativity, critical thinking, communication) [3,4].…”

Section: Introduction 1benefits Of Afterschool Stem Programsmentioning

confidence: 99%

“…The less structured nature of afterschool settings supports the development of students' communication skills [9]. Students who participated in STEM clubs were better able to share their ideas, knowledge, and experiences, take ownership of their learning, develop a stronger sense of belonging [10], and reflect on how the clubs aligned with a personal identity [4].…”

Section: Introduction 1benefits Of Afterschool Stem Programsmentioning

confidence: 99%

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Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?

et al. 2023

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This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M = 4.0/5). Students interviewed (n = 131) were most likely (99%) to describe what they enjoyed (intrinsic value), what was useful to them (utility value; 55%), personally important (42%; attainment value), or related to their personal or collective identity (40%). Most participants (78%) planned to attend a 4-year university and expressed interest in at least one STEM career (77%); highest attendees (48%) expressed the most interest. Our study reveals that a culturally relevant, afterschool STEM club can motivate underserved students to participate, learn, feel a sense of belonging as a club member, and positively influence their college and career pathways.

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Section: Future Goalsmentioning

confidence: 99%

Section: Focus Of Current Studymentioning

confidence: 99%

Section: Introduction 1benefits Of Afterschool Stem Programsmentioning

confidence: 99%

Section: Introduction 1benefits Of Afterschool Stem Programsmentioning

confidence: 99%

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Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?

et al. 2023

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“…Through engaging in club projects related to analyzing norms and beliefs/discourses operating in their school or community, students gain a sense of their ability to engage in critical inquiry, contributing to their collective ability to promote change through adopting activities and roles as well as using tools to foster change (Gallay et al, 2020). For example, rural, underserved middle-school students in one study demonstrated significant growth in critical literacies about systems through participation in club activities, leading to their promoting the need for sustainability changes in their rural community (Gutierrez et al, 2022).…”

Section: Rel Ated Rese Archmentioning

confidence: 99%

Teachers and students use of systems thinking about their participation in school environmental clubs

Beach

2023

J Adolescent & Adult Lit

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Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

Schiefer,

Caspari,

Moscoso

et al. 2024

Science Education

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Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.

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What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?

Cited by 8 publications

References 67 publications

Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?

Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?

Teachers and students use of systems thinking about their participation in school environmental clubs

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

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