New Measures for a New Look at Youth Pathways

• In Event: Revisiting the "Pipeline" in STEM Pathways Research: Alternatives That Reflect Systemic, Cultural, and Contextual Features

Abstract

Objectives/Purposes
[Project name] is a ten-year, longitudinal study funded by the National Science Foundation investigating how authentic, mentored science research experiences in out-of-school settings support youths’ persistence in STEM, especially those who have been historically marginalized. Currently in year 6, the study began with 865 youth aged 15-18 and follows them into college and the workplace. All youth participated in a science research internship program at one of 24 institutions (including informal science institutions, hospitals, and universities) and spent more than 100 hours doing research alongside scientists.

Theoretical/ Conceptual Perspectives
We investigate core concepts in socio-cultural theory including identity, sense of belonging, and practices (Lave & Wenger, 1991) and explore how those elements impact youth’s STEM persistence. Recognizing the multiple problems with the pipeline perspective (Lykkegaard & Ulriksen, 2019), we examine youth learning in mentored research as a “trajectory of participation” (O’Connor, 2001, p. 228) in which youth enter their research program as newcomers and through guided participation become full members of a community. As youth progress through college and into work, these early experiences may serve to increase youths’ social networks (Borgatti & Ofem, 2010), science identity prominence (Brenner, Serpe, & Stryker, 2014) and sense of belonging (Good, Rattan & Dweck, 2012) in their chosen field. In turn, these may mitigate negative experiences with microaggressions (Lee et al., 2020), and lead to persistence in STEM and STEM-related fields (NSF, 2014; Wong, 2015) or to a greater sense of professional flourishing (Diener et al., 2010), regardless of chosen field.

Data
Our mixed-methods study draws on data from quantitative and qualitative survey items, social network surveys and interviews (N=24). 865 students participated since 2016; our current alumni survey (Spring 2022) included 385 participants. Surveys include scales of measuring constructs such as flourishing (Deiner et al, 2010) and belonging (Good et al. 2012) that intentionally expand and explore different measures beyond ‘staying’ or ‘leaving.’ Further, we include a group of youth as co-researchers who ensure their perspectives remain central to the research.

Results
Our participants represent groups historically marginalized in STEM: 77% identify as people of color, 77% have at least one parent born outside the US and 43% are first generation college students. 75% of participants planned to major in a STEM field in college. In Spring 2022 participants reported high levels of science identity prominence and academic and professional flourishing regardless of reported major or field—evidence supporting a more expansive view of STEM participation. We found considerable variation in reports of microaggressions, with somewhat higher reports outside of STEM fields—a finding we will investigate more deeply with interviews.

Scholarly Significance
Our participants represent groups who are typically marginalized in STEM careers and are at the center of concerns about equitable science participation STEM careers (Chavatzia, 2017; Johnson et al, 2020), and yet, they are passionate about STEM and have strong prior records of achievement in STEM. As alternatives to the “pipeline” model, our study elucidates how systemic racism and inequities affect –over time-- youth trajectories in STEM.

Authors

• Karen M. Hammerness, American Museum of Natural History
  Presenting Author

• Anna MacPherson, American Museum of Natural History
  Presenting Author

• Peter Bjorklund, University of California - San Diego
  Presenting Author

• Rachel Chaffee, American Museum of Natural History
  Presenting Author

• Alan J. Daly, University of California - San Diego
  Presenting Author

• Preeti Gupta, American Museum of Natural History
  Non-Presenting Author

• Jennifer Dawn Adams, University of Calgary
  Presenting Author