Developing Critical Data Literate Girls in Informal STEM Settings

• In Event: How Data Science Education Can Enable Exploration of Real World Phenomena

Abstract

Objective
This paper examines how middle school girls from underrepresented minoritized (URM) backgrounds develop critical data literacy (CDL) through community-centered projects in an informal STEM learning environment. The research addresses gaps in understanding how summer camps foster both technical data skills and critical consciousness among populations historically marginalized in STEM fields, specifically investigating: How do middle school girls demonstrate and develop critical data literacy skills through collaborative data projects addressing real-world community issues?

Theoretical Framework
Grounded in sociocultural learning theory (Vygotsky, 1978), this research positions CDL as extending beyond technical data skills to encompass understanding of data's societal impact, ethical considerations, and potential for social justice (Louie, 2022). CDL encompasses interconnected competencies: formulating research questions addressing community concerns, critically evaluating data sources, employing analytical tools meaningfully, and recognizing how visualizations shape narratives (Bargagliotti et al., 2020) while developing awareness of data privacy and ethical responsibilities (Hautea et al., 2017).


Methodology and Data Sources
Using an exploratory case study approach (Yin, 2014), we examined 34 URM girls (70% Black/African American, 12% Asian/Pacific Islander, 12% Hispanic/Latina, 5% White/Caucasian) across grades 7-9 participating in a week-long residential STEM camp. Participants worked in small groups using CODAP (The Concord Consortium, n.d.) to create infographics addressing community issues including soil pollution, food access, and reproductive rights. Eleven semi-structured group interviews explored campers' experiences with data science. Transcribed data were analyzed using deductive coding (Creswell & Guetterman, 2019) guided by the CDL framework. Secondary data comprised camp documentation and participant demographic information from an established nonprofit program emphasizing culturally relevant STEM education.

Findings
Five key themes emerged characterizing CDL development: (1) Engagement with Data, participants progressed from uncertainty to confidence, with groups like Anna's systematically verifying sources and incorporating temporal awareness through historical and current datasets; (2) Meaning Making Through Social Interactions, collaboration enhanced learning outcomes despite challenges around contribution quality, with participants developing peer review processes; (3) Critical Examination of Data, learners moved beyond fact-checking to develop source evaluation heuristics, distinguishing between opinion and evidence-based claims; (4) Application and Communication, strategic use of multiple digital tools (CODAP, Canva) for analysis and communication, though visual appeal sometimes overshadowed analytical rigor; (5) Reflection and Iteration, metacognitive awareness emerged as participants recognized learning progression and reframed challenges as productive growth opportunities.

Significance
This research contributes to understanding how informal STEM environments can foster CDL among URM girls through authentic, community-centered data projects (Authors, under review). Findings reveal that collaborative investigation of personally meaningful issues successfully develops both technical skills and critical thinking capabilities essential for civic engagement (NASEM, 2022). The poster demonstrates that summer camps provide unique affordances for CDL development through culturally relevant, collaborative experiences that differ from traditional classroom settings (Authors, 2023). Results inform curriculum design for informal STEM programs and highlight the importance of scaffolding approaches that maintain analytical rigor while leveraging communication tools effectively, particularly for populations underrepresented in STEM fields (NASEM, 2022).

Authors

• Marc Sager, Southern Methodist University

• Saki L. Milton, Southern Methodist University