STEM Like a Girl: Perceptions of Young Females After Participation in a STEM-Immersion Program

• In Event: Equity, Justice, and Inclusion in Informal Learning

Abstract

The goal of this qualitative work is to promote participation of marginalized populations in STEM by leveraging community resources, educational institutions, and industry partnerships to support formation of positive STEM identities and persistent STEM career aspirations through development of a sustained interest-based, culturally responsive STEM immersion model. Using narrative research, grounded in Culturally Relevant Pedagogy and Community Cultural Wealth frameworks while considering Sociocultural Theory combined with Social Cognitive Career Theory, narratives of four middle school females are created after their participation in a year-long STEM-immersion afterschool program, and a week in a summer STEM camp. Their stories guide future iterations of the STEM-immersion model as they narrate their experiences, and enlighten researchers on program effectiveness and impact.

Authors

• Melisa Fowler, University of Alabama

• Taylor Lamon, University of Alabama

• Brian Rose, University of Alabama