Investigating a STEM Learning Project’s Impact on Young Women’s Education, Career, and College Aspirations

• In Event: Women and STEM Education

Abstract

This study explores the impact of a pre-engineering, year-long high school STEM learning experience on young women’s education and their career aspirations. Using a questionnaire inspired by Social Cognitive Theory, 496 high school students shared their career attitudes and intentions after designing and building rockets, some capable of reaching transonic speeds. The 123 high school women in the study showed unified interest in attending postsecondary education but a less-than-expected interest in STEM. The analysis supports the conclusion in the literature that the STEM gender gap starts with students’ early socialization. Early and innovative STEM learning experiences appear to pique young women’s interest in STEM career aspirations despite traditional gender socialization. Implications and suggestions for future research are also discussed.

Authors

• Michael Otieno Okumu, Texas Tech University

• Hansel Burley, University of New Mexico

• Halkano Hargura, Texas Tech University

• Shehnaz Mohammed, Texas Tech University

• Fatimah Rabiu, Texas Tech University

• Faith Maina, Texas Tech University

• Ali Ahmed, Texas Tech University

• Deniz Bulut, Texas Tech University

• Samuel Owinyi, Texas Tech University