Demonstration 4: Evaluating Out-of-School Programming That Centers Youth Voice

• In Event: Out-of-School STEM Learning: Youth-Driven, Applied Data Science Addressing Needs in Their Own Communities

Abstract

Objectives/Purpose
This demonstration provides the data on the programming itself. We analyze the growth in youth’s STEM learnings, growth in academic and STEM self-efficacy, and academic expectations changes during the program to convey the value of the approach to present evidence of the success of this youth-driven, applied STEM method of learning.

Perspectives
We approach the study of this community-embedded learning using an equity-oriented conceptual framework from K-12 STEM literacy. Extending beyond the traditional confines of equity defined solely in terms of access and achievement, an equity-focused framework emphasizes power and identity development with respect to STEM pursuits (Gutiérrez, 2009). While access and achievement are key components to development of STEM literacy, for students from historically marginalized populations in particular, it is critical to see oneself as becoming a more empowered (Gilliam et al., 2017; Nasir & Hand, 2008; NRC, 2011; Nolan et al., 2011), contributory agent in STEM culture and practices, and as able to enact change in the world (Gutiérrez, 2009).  

Methods/Techniques
Using a within-subjects design, we administer a pre- and post-test to all MAPSCorps participants to gauge their STEM interest, self-efficacy/confidence, social identity (sense of belonging), and research acumen. We also survey participants’ general academic self-efficacy and well-being as controls for the analytic modeling.

Data Sources
The tests combine a series of research-established scales to measure changes in the youth. The NSF-validated Student Assessment of their Learning Gains (SALG) survey gauge the level of students’ perceptions of their gains in general scientific thinking and skill acquisition, self-efficacy and mindset for research work, scientific self-identity, research team skill acquisition, and future aspirations in science (URSAA, n.d.). We also apply scales from Bandura et al. (2001) to measure self-efficacy, Reynolds (1998) to measure academic self-concept, Young et al. (2013) to measure STEM identity, and Mendoza-Denton et al. (2002) for STEM belongingness.

Results/Conclusions
Programming is concluding in two weeks and so there are no results to report at the time of this submission since the post-test has not yet been administered. Data from the pretest this summer show much variation in scores among the high school youth. Scores on the college youth mentors appear less varied.
We know from internal evaluation from MAPSCorps in prior years shows substantial growth among high school youth in STEM interest and self-efficacy as well as college expectations and job readiness skills.

Scholarly significance
Research on urban youth scholars and youth voice in engaged learning is often relegated to ethnographic analysis. Our analysis will contribute strong within-subjects results to the discussion on urban youth scholar programming.
Research on applied STEM learning is often linked to formal STEM lab programs that run though school programming where students need to meet grade, test score, and/or course minimums to qualify for the applied STEM opportunities. The design of the out-of-school time programming of MAPSCorps breaks the pipeline requirements and instead creates on-ramps for students to drive their STEM interests by addressing issues with data that voice their concerns to policymakers.

Author

• Heather E. Price, Learning Policy Institute
  Presenting Author