"I Get to Feel Like a College Student": The Differential Impacts of Two STEM Interventions

• In Event: 33.073 - Effects on Student Learning in the Science Classroom

Abstract

Research is unclear on how and why students benefit from informal STEM programs. In this study, we investigated differences in the self-efficacy, STEM interesta, and perceptions of school between students in an intensive STEM program (STEM-I), students at in intervention school, and similar students who are not in a program, and what program features may contribute to any differences. Quantitative results reveal substantial benefits for participants in the STEM-I program for STEM interest and related outcomes. Qualitative analyses using the social cognitive career theory factors found that STEM-I experiences were closely connected to students’ self-efficacy, as were experiences on the college campus. This study emphasizes the critical role of socially embedded learning experiences in STEM out-of-school programs.

Authors

• Margaret R. Blanchard, North Carolina State University

• John Curtin Bedward, Buena Vista University

• Steve McDonald, North Carolina State University