Fostering High-Ability Students’ Social Emotional Skills within a STEM Talent Development Program: A Mixed-Method Study

• In Event: Classroom Practices and Student Achievement

Abstract

With projections indicating increasing demand for STEM professionals in the job market, the underrepresentation of high-ability students in STEM poses a challenge. To fill this gap, this study explores the integration of an affective curriculum within a STEM talent development program to enhance students’ social emotional skills necessary for STEM careers. Using a pretest-posttest design and data from 80 students participating in the program as well as follow-up interviews with teachers and students, we found that a focus on social emotional development brought significant changes in student-teacher relationships and increases in students’ self-concept in science. Specifically, the affective curriculum helped students to better understand themselves, exercise creativity and teamwork, and build achievement motivation and resilient mindsets for navigating their future.

Authors

• Shahnaz Safitri, Purdue University

• Brendha Christie Tanujaya, Purdue University

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

• Sarah J. Bright, Purdue University

• Brenda Cavalcante Matos, Purdue University

• Hernan Castillo-Hermosilla, Purdue University

• Zafer Ozen, Purdue University

• Wanqi Feng, Purdue University