Exploring an Integrated STEM/SEL (Social Emotional Learning) Talent Development Model for Fostering Underrepresented Gifted Students’ STEM Career Interests

• In Event: Interventions and Gifted Education

Abstract

The need for an equal representation of all demographics of workers in STEM fields is vital to increase diversity in STEM and eliminate the gender, race, and ethnicity salary gap. This mixed-methods study explores the impact of a STEM talent development model on students' STEM career interests. Our participants were students in grades 6-9 and their teachers. Data sources were pre- and post-intervention STEM career interest surveys and student and teacher interviews. Based on paired-sample t-test, there was no statistically significant difference between students’ pre- and post-intervention scores. However, qualitative findings in student and teacher interviews show that both groups perceived benefits from the intervention in such areas as gaining knowledge of STEM curricula and careers and fostering social-emotional skills.

Authors

• Zafer Ozen, Purdue University

• Nielsen Pereira, Purdue University/Gifted Education Research & Resource Institute

• Sarah J. Bright, Purdue University

• Yuxiao Zhang, Purdue University

• Shahnaz Safitri, Purdue University

• Brenda Cavalcante Matos, Purdue University

• Tugce Karatas, Purdue University

• Hernan Castillo-Hermosilla, Purdue University