Girls STEM Institute: Impacting Black Girls' Self-Efficacy and Interest in STEM Careers

• In Event: Racial and Cultural Identity Development Through Out-of-School Time Programs

Abstract

In most K-12 schools, Black girls face limited access to STEM course offerings and rigorous STEM learning experiences, impacting their self-efficacy and interest in STEM careers. Previous research suggests that there is a relationship between informal STEM learning, self-efficacy, and interest in STEM careers. This study explores the impact of a four-week informal STEM program that utilizes a socially transformative curriculum model on Black girls' self-efficacy and interest in STEM careers. To better understand the relationship between informal STEM learning and Black girls' self-efficacy and interests in STEM careers, we are conducting quantitative analyses of pre-post survey data from 76 Black girls who participated in the Summer STEM program.

Authors

• Crystal Morton, Indiana University - Purdue University at Indianapolis

• Demetrice Smith-Mutegi, Old Dominion University

• Mark Chin, Vanderbilt University

• Chanae Palmer, IUPUI