Exploring Intensive Educational Experiences for Adolescents Talented in Science

• In Event: Understanding Emerging Opportunity Structures in STEM Education: Research Efforts to Explore School-Level Innovations

Abstract

The nation hopes to cultivate future scientific researchers and entrepreneurs from our k-12 population. What role will selective schools specializing in science, mathematics and technology (SMT) play in fulfilling those aspirations? According to recent National Research Council reports, schools need to build science instruction on the accumulated knowledge and experiences of their students. How do these recommendations apply to adolescents entering secondary school with advanced levels of academic achievement in STEM subjects, as well as expressed interest in STEM related careers?
According to the talent development literature, ideal environments for adolescents gifted and interested in science provide curriculum and teaching faculty that can build on students’ accumulated knowledge and experience, peers sharing deep interests in STEM, and opportunities to work with professionals who can expose students to the values, attitudes and skills of research science. Twenty-three states have no specialized facilities for students who might qualify, and only six ensure wide access to specialized schools around the state. Our National Science Foundation sponsored study aims to identify factors inherent to specialized education that are consistent with the pursuit of scientific careers or the application of scientific principles to other important professions. With this information, policy makers can determine whether to invest in additional specialized schools and/or to apply the most potent components more widely to comprehensive schools attended by science talented adolescents.
The research project focuses on answering the following research questions:
• Are graduates from specialized STEM high schools more likely to enroll in and complete STEM-related studies and career fields when compared with age peers with comparable academic and demographic backgrounds? What factors contribute to differences or similarities in outcomes?
• What school models employed by specialized STEM high schools are most associated with entrance into STEM-related studies and career fields? (School models include: residential schools, schools-within-schools, self-contained schools, and regional centers with half-day courses.)
Participants include graduates from 20 specialized STEM schools (including 5 schools from each model) and a comparison group of same age, same ability individuals who enrolled in summer talent search offerings in science or mathematics, and did not attend specialized schools.
The cohort years of 2004-2007 were chosen as the passage of 4 to 6 years post-graduation allows for the likelihood of university completion. Concurrently, the time frame of 4-6 years is not so long as to overstate the influence of high school on academic decisions. Preliminary findings from our study suggest several potentially important outcomes sampled here (data collection with 8 of the 20 schools is completed and the rest are on-going at the time of proposal submission).
• Opportunities to partake in authentic research experiences during their formidable adolescent years predict completion of a STEM degree. However, young men and women talented in science do not always take this opportunity when offered.
• Opportunities to work with professional scientists, mathematicians or engineers in their work environment during the high school years enhances the likelihood of completing a university degree in STEM, especially for young women.

Authors

• Rena F. Subotnik, American Psychological Association

• Robert H. Tai, University of Virginia