Beyond the Child: The Impacts of Family STEM Programs on Siblings and Parents

• In Event: 18.045 - Science Capital => STEM Capitxl: Practicing Theory in a Science Museum Youth Informal Learning Program

Abstract

Traditionally, programs designed to promote STEM career interests have focused on the individual. However, emerging research has shown that family science capital and habitus are correlated with STEM career aspirations. Science capital has been described as the resources, both physical and cultural, that one has related to science whereas family science habitus as the degree to which the family values and maintains a sense of identity that promotes science as an acceptable career (Archer, DeWitt, Osborne, Dillion, Willis, & Wong, 2012).

This paper, which is part of my larger dissertation study, examined the impact of three museum programs on youth and their families. Forty-eight third grade youth and their families (54% female, 46% male; 60% African American, 27% Hispanic, 3% White; 10% Other; 12.5% spoke a Spanish at home) participated in a yearlong program. All families completed a pre- and post-survey and interviews were conducted with 11 case study parents and youth. The results of this study found evidence that a museum-based, family program geared to increase the science interest and career aspirations of elementary youth can be beneficial for the parents and siblings that attend with them.

Parents were asked whether the program influenced them as a parent. All but one parent indicated that the program had positive influences. For example, one parent wrote, “It has made me more supportive of my daughter’s interest in science and understanding the value of time spent with our children and investing in them by exposing them to things that could impact their future. We travel more to places we have never been and spend more time exploring and asking questions. I want my son to be able to explore and learn new things.” Three of the parents in the program reported that they were now going back to school to study for a STEM career.

Parents were also asked whether the program influenced the other children (siblings) they brought with them to the program. Of the parents that brought additional children, 97% of them reported positive influences of the program on the other children. Only one parent indicated there was no impact on other children because the sibling was a baby. One of the grandparents who brought children to the program stated, “Now they can tell what science is all about and the different types of science. They are more interested in becoming a scientist. They want to explore the world, they look for rocks, plants, animals, and tried to find out more about them. We go to explore at museums, parks, zoos, the beach, etc. They ask to buy tools to use that are science related like binoculars, bug catching things, etc.” Other parents reported that siblings had new career interests, improved achievement in science classes in school, or had joined a museum program for STEM volunteers.

The results of this study can be used by museums to increase science interest and career aspirations across generations, increase science capital, and help to broaden participation for underrepresented groups.

Author

• Megan Ennes, North Carolina State University