Documenting What Matters MOST: Expanding STEM Pathways for Underrepresented Youth Through an Out-of-School Time Learning System

• In Event: Creating Equity-Oriented Learning Environments

Abstract

The value of Out-of-School-Time (OST) settings to support STEM learning has been an ongoing discussion. Previous literature showed that the traditional grading system has been problematic by how it amplifies existing privilege, which prompts us to conduct this research to conceive a novel way to capture STEM learning in an OST context. To democratize STEM learning, we performed a two-phase study comprising interviews with various stakeholders ranging from underrepresented youth to college admission representatives. This research is qualitatively oriented by which we juxtaposed findings across three research sites to report parameters to develop an impactful documentation tool. Following this new approach, we aim to afford opportunities and dismantle barriers for youth to engage in STEM learning in post-secondary education.

Authors

• Denise L. Jones, University of Michigan
  Presenting Author

• Lo Lee, University of Michigan
  Presenting Author

• Jiyoung Lee, University of Washington
  Presenting Author

• Alex Samuelson, Hurston Institute for Learning & Development
  Presenting Author

• Steven Cederquist, University of Michigan
  Presenting Author

• Leslie R. Herrenkohl, University of Michigan
  Presenting Author

• Barry J. Fishman, University of Michigan
  Presenting Author

• Nichole D. Pinkard, Northwestern University
  Non-Presenting Author

• Katie Headrick Taylor, University of Washington
  Non-Presenting Author

• Yolanda J. Majors, Hurston Institute for Learning & Development
  Non-Presenting Author