Authentic Science Labs: Exploring Youth STEM Occupational Identity and Addressing Barriers (Stage 2, 8:44 AM)

• In Event: e-Lightning Ed-Talk Session 20 - Stage 2

Abstract

This study reflects the progress made during the second year of a five-year research project. It examines the effects of the EvolvingSTEM curriculum on middle and high school students’ STEM occupational identity, with a focus on how authentic learning experiences shape self-concept and self-efficacy. Using mixed-methods analysis, the findings highlight the complex impacts of the curriculum. Quantitative results show significant gains in self-concept post-intervention, while qualitative data reveal both positive influences and persistent barriers related to self-concept, self-efficacy, and belonging. By demonstrating the power of active learning and culturally relevant content, this research supports pedagogical strategies that increase STEM engagement and reduce gaps in the STEM workforce. It also advances discussions on integrating quantitative and qualitative methods in theory development.

Authors

• Audrey Buzard, University of Pittsburgh

• Dustin Dusang, University of Pittsburgh

• Nathan Cho, University of Pittsburgh

• Cassie F. Quigley, University of Pittsburgh

• Abigail Matela, University of Pittsburgh

• Colton Siakowski, University of Pittsburgh

• Vaughn Cooper, University of Pittsburgh