Pursuing Equity Through Partnerships and Scholarships: Approaches and Results in Informal Science Institution–Based Summer/Camp Programs

• In Event: Informal Science Institutions and Equity: Future-Oriented Historiography of Research and Practice

Abstract

Objective. This poster session will share approaches and results of increasing access to summer camp programs based at an ISI that includes equity as a central aspect of its mission. Most of our summer camps were populated with young people from well-resourced families. We took two approaches to rectifying this discrepancy between mission and audiences served: (1) developed partnerships with programs that heavily recruit and resource participants from underrepresented groups or international audiences, and (2) invested in our scholarship program to enable young people from low-income families to participate in our programs.

Theoretical Perspective. We focused on engagement as a key aspect of understanding learning outcomes in our camp program. We define engagement as “the intensity of productive involvement with an activity” (Authors, 2018). We conceptualize engagement as situational but more internal in nature--specifically one’s focus, participation, and persistence on a task, and understand it as related to adaptive learning (Carini, et al. 2006; Finn, Pannozzo, and Voelkl 1995; Fredricks, et al. 2004; Fredricks, et al. 2011). We observe three dimensions of engagement: affective, behavioral , and cognitive. Research suggests that a combination of these three facets of engagement support students to succeed in science learning experiences (Authors, 2018; Fredricks et al. 2004). 

Data Sources and Analysis: Data sources include a survey designed to assess engagement during the activity, observations of camp programs, and interviews with participants and parents. Analytic activities include: (a) qualitative analysis of observation and interview data, coded for experience and outcome variables; and (b) quantitative analysis of surveys to understand patterns in engagement within and across individuals, with specific attention paid engagement of low-income and underrepresented groups.

Findings. Preliminary data suggest the following findings: 
• Increase in numbers served: camp enrollment is up overall, and we are doing more comprehensive recruitment of scholarship recipients (going from serving 32 recipients in 2015 to 119 just four years later).
• Revised program model: our new camp program includes more broadly relevant topics, a full-day program length to accommodate working parents’ schedules, and pedagogical models derived from our NSF-funded broadening participation work. 
• Sustained engagement in camp program. Preliminary data indicate that all campers, including those from underrepresented backgrounds, are highly engaged in camp content.
• Effective responses to challenges. Promising practices include hiring a behavioral support specialist, offering more opportunities for staff professional learning. 

Significance. Equity, access, and diversity are often key parts of ISI’s mission statements. To intentionally address those aspects, investment in resources and capacity is needed to effectively engage underserved audiences. Although the Hall (and many other ISIs) have done this, further research is needed to understand the opportunities, challenges, and results that emerge in ISIs that seriously pursue an equity agenda. This presentation contributes to that goal by looking at the approaches and results of the efforts of one ISI to broaden participation summer/camp programs.

Authors

• Kalie Sacco, Lawrence Hall of Science, University of California - Berkeley

• Rena Dorph, University of California - Berkeley

• Vanessa Beth Lujan, University of California - Berkeley