Fostering STEM Career Awareness in Underrepresented Students

• In Event: Division C Outstanding Graduate Student Research Posters

Abstract

Despite efforts to diversify STEM fields, students from marginalized backgrounds are not provided with adequate classroom experiences to develop a STEM career identity. Easley Summer Space Camp was designed to facilitate STEM careers interest for racial and gender minorities. The camp was an informal learning environment that encouraged eighteen male and female students to participate in STEM related activities including building rovers and collecting soil samples. Data sources included pre-post surveys, student artifacts, observation notes, and journals. Projective Reflection, an identity exploration framework, was utilized in the camp’s design and assessment. The qualitative results of this mixed methods study showed the effectiveness of integrating an identity exploration theory into the design of an informal learning environment to develop STEM interest.

Authors

• Monique Woodard, Drexel University

• Hamideh Talafian, University of Illinois at Urbana-Champaign

• Magdalene Kate Moy, Drexel University