Poster #64 - Measuring and Problematizing Black Girls' STEM Experiences in Informal Learning Environments

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-8 - Informal Learning Environments Research Poster Session

Abstract

Black girls oftentimes have limited opportunities to be great in math and STEM in formal schooling environments. This paper reports on student outcomes from a three-year informal learning game design intervention that examines the perceptions of Black girls’ efficacy in mathematics and game development, and their STEM and career interests. Descriptive and inferential data reveal that statistically significant gains were made in Black girls’ efficacy in mathematics, and as technology/gaming designers, and in their interests in mathematics, engineering and STEM careers. Informal learning spaces can serve as a model for disrupting Black girls’ negative experiences in STEM and positively impact their STEM pathways and career trajectories during the critical transition of middle school to high school.

Authors

• Monica B. Mitchell, MERAssociates

• Nicole Michelle Joseph, Vanderbilt University

• Jakita Thomas, Auburn University