Evaluating the Long-Term Influences of an Intensive Youth STEM Program

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

Abstract

Objectives/Purposes
[Project name] explored the influences of an intensive, year-long out-of-school marine science program focused on low-income, first generation-to-college 10th-12th grade students. 23 high school students and nine graduate students participated monthly in an intertidal monitoring citizen science project and a week-long residential summer program at a university laboratory where participants collaboratively designed and conducted marine science research. The study followed two high school student cohorts (Cohort 1 n= 11, 2010-11 and Cohort 2 n=12, 2011-12). Students were predominantly Latinx (91%; 4.3% Black; 4.3% mixed-race) and first generation to college (100%)— groups chronically marginalized in STEM.

Theoretical/ Conceptual Perspectives, Research Questions, and Data Sources
Program leaders used the Jolly, Campbell & Perlman (2004) Engagement, Capacity, and Continuity framework to inform program design and implementation. The experiences were intended to engage youth through authentic and personally relevant research experiences; to build capacity through their research experiences and with the support of their graduate student mentors; and to provide continuity, as half of the participants attended previous experiences organized by program staff. Participants also learned of post-secondary paths forward through conversations with program leaders and graduate student mentors. Eschewing the leaky STEM pipeline metaphor, the ECC framework and [name removed] program are more consistent with the concept of supporting youth along STEM learning pathways (Cannady, Greenwald & Harris, 2014).

The mixed-methods study included observations, interviews, pre-post participant surveys, and a follow-up survey completed five to six years post-program (N=16). Observations documented program activities, youth engagement, and mentor/mentee interactions. Annual interviews and surveys documented participant demographics and attitudes toward science, the ocean, and educational and career goals. The alumni survey gathered self-reports on the influence of program participation on college majors, career plans, and interest in science and the ocean.

Results
75% of participants reported in the alumni survey that they pursued and/or completed STEM majors in college. [Program name] had a moderate to very significant influence on their choice of major (68.75%) and a significant to very significant influence on their choice to find research experiences in college (50%). 50% of those majoring in STEM intended to continue with STEM careers. Participants reported being strongly influenced by the authentic research experiences, access to near-peer mentors, and life on a college campus. Participants indicated the [program] helped to level the playing field with their better resourced collegiate peers, deepened their understanding of the nature of science, and increased their appreciation of scientific research and ocean conservation.

Scholarly Significance
Our study suggests that intensive opportunities to engage chronically marginalized and first-generation college students in youth-driven research experiences supported by near-peer mentors in university settings may be a powerful strategy for maintaining and increasing motivation to pursue STEM fields of study and careers, and to value STEM more generally (Authors, 2019; Habig & Gupta, 2021). Tracking and collecting data from participants of such short-term interventions for years beyond the end of the program may be possible with minimal investment of resources.

Authors

• Emily Weiss, University of California - Berkeley
  Presenting Author

• Bernadette S Chi, BChi Consulting
  Presenting Author