Developing STEM Career Goals in Urban High Schools? Evidence from an Experimental Algebra-for-Engineering Afterschool Program

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Abstract

This research applies Social Cognitive Career Theory to measure impacts of an afterschool algebra-for-engineering program, BOAST, on technology, engineering, and math (TEM) self-efficacy, interest, expectations, and career goals among minoritized urban high school students. Treatment students (n = 94) accessed BOAST’s algebra-for-engineering hybrid instruction, role model videos, and field trips, whereas control school students (n = 42) received no instruction. Pooling data from three cohorts (2021-2024), findings reveal TEM interest and outcome expectations are proximal to TEM career goals. Contrary to SCCT predictions, neither math nor TE self-efficacy directly related to TEM career goals. Moreover, BOAST treatment effects show only TE self-efficacy increased significantly among treatment participants relative to controls. We offer recommendations to out-of-school time practitioners and education researchers.

Authors

• Alexis Daniels, Johns Hopkins University

• Rachel E. Durham, Notre Dame of Maryland University