Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization

Abstract

This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, development, and educational resilience of high-achieving high school students of color. Students highlighted that a key aspect of the program was the cultivation of what we termed a “culture of transformation.” Using a multi-year study (2016–2019), we completed 72 interviews and conducted in-depth qualitative analysis across six cohorts of students ( n = 37). In this article, we propose an expanded conceptual model of college socialization for students of color that leverages their engagement with (1) equitable resources, (2) relevant opportunities, (3) diverse knowledge, and (4) meaningful relationships. The relationship between early STEM-M career interest and youth socialization in related out-of-school activities that address larger societal inequities in school success and life and career outcomes warrants further study.

Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study

“…HSTEP nurtured students’ forms of capital (e.g., cultural, social, and aspirational), strengthening their self-efficacy (Rocha et al, 2022a). The program supports students’ aspirations, or aspirational capital, in their science identity and pursuit of a STEM-M career; the support is provided by actors involved in the program, such as physicians, researchers, graduate and college students, community leaders, and hospital executives.…”

“…Designed programs like HSTEP are essential to helping students like Emily, who indicated how she had received an “A” grade in her chemistry class but could neither pass nor understand the AP exam. Rocha et al (2022a) discussed strategies that help enhance students’ critical thinking abilities. For example, HSTEP implemented various assignments like “research projects, literature reviews, case studies” and assessments that included “critical journal reflections and exams” (Rocha et al, 2022a, p.18).…”

“…Rocha et al (2022a) discussed strategies that help enhance students’ critical thinking abilities. For example, HSTEP implemented various assignments like “research projects, literature reviews, case studies” and assessments that included “critical journal reflections and exams” (Rocha et al, 2022a, p.18). High school student engagement with research-related projects has been found to “develop diverse skills and knowledge for students to compete in a college-level environment” (Rocha et al, 2022a, p. 18).…”

“…For example, HSTEP implemented various assignments like “research projects, literature reviews, case studies” and assessments that included “critical journal reflections and exams” (Rocha et al, 2022a, p.18). High school student engagement with research-related projects has been found to “develop diverse skills and knowledge for students to compete in a college-level environment” (Rocha et al, 2022a, p. 18). Moreover, higher AP exam scores attainment is correlated with a higher probability of students to major in the respective exam subject (5–30% increase; Avery et al, 2018).…”

“…There is empirical evidence that demonstrates how culturally relevant STEM out-of-school time (OST) activities can help close both the achievement gap (Young et al, 2019) and the opportunity gap (Rocha et al, 2022a). Culturally responsive activities are an effective strategy in gifted program advocacy efforts that promote excellence and equity for minoritized students in STEM-M, especially among women of color (Young et al, 2019).…”