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Multi-tier Approach to STEM Talent Development: Using Enrichment and Social-Emotional Learning to Inspire Careers in STEM

Wed, April 23, 2:30 to 4:00pm MDT (2:30 to 4:00pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 205

Abstract

1. Objectives or purposes

This paper aims to (1) introduce a multi-tier, talent development intervention, and (2) present results of a mixed-methods study on the effects of the intervention on students’ STEM-related motivational factors and student, teacher, and mentor perceptions of the intervention.

2. Theoretical framework

This study followed a talent development framework (Subotnik et al., 2011) with an emphasis on providing access to domain-specific enrichment opportunities focusing on students’ interests and social and emotional development. The STEM intervention aims to increase access to talent development opportunities for students from traditionally underserved populations and increase students’ interest in STEM careers.

The intervention, Project Z, integrates STEM enrichment and mentoring with social-emotional learning (Jen, 2015) and provides teacher training on teaching methods that support students’ social-emotional needs, gifted identification procedures, and differentiation for high-potential students. The academic benefits of enrichment and mentoring are documented in the gifted literature (Kim, 2016; Stoeger et al., 2023). Figure 1 includes a graphical representation of the intervention and timeline for data collection.

3. Methods

This study had a concurrent mixed-methods design. Survey data were analyzed using repeated measures ANOVA to examine differences across time (Pre- and Post-Tier II) and also examine differences between underachieving and non-underachieving students.
Interview transcripts were analyzed inductively following Braun and Clarke’s (2006) thematic analysis method.

4. Data sources

Students completed surveys including Attitudes Toward School Science (Dewitt et al., 2011), Self-Concept in Science (Dewitt et al., 2011) and STEM interest (Hulleman & Harackiewicz, 2009) four times (See Figure 1). Students were also provided with a definition of underachievement and asked to indicate whether they believed they were currently underachieving. Students and teachers were interviewed after Tiers II and III. Mentors were interviewed after Tier III.




5. Results

Table 2 includes pre- and post-Tier II mean survey scores for underachieving and non-underachieving students as well as for the full sample. Results of the repeated measures ANOVA indicated no significant increases in attitude toward school science, self-concept in science, and STEM interest after participation in Tier II. The only significant difference (was found between underachieving and non-underachieving students for self-concept in science, F(2,118)= 5.63, p = .019.

Three themes emerged from the thematic analysis of the interviews: motivation toward STEM, STEM career pathways, and real-world applications of STEM knowledge and skills. Participant quotes for each of the themes are found in Table 3. Although quantitative results were not significant, qualitative findings show that the intervention may potentially guide students in exploring STEM careers pathways.

6. Scholarly Significance

Findings demonstrate the multi-tier talent development intervention may be an important component in the inclusion of underrepresented students in advanced programs and may inspire students to pursue STEM careers. This reaffirms the need to provide educational opportunities for talent development early in life (Subotnik et al., 2011) and exposing talented students to STEM career pathways. Our findings align with the literature on STEM enrichment and mentoring as leading to improvements in academic achievement (Kim, 2016) and increased interest in STEM careers (Stoeger et al., 2023).

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