Accessibility as a Determinant of STEM Persistence in Early Education (Poster 7)

• In Event: AERA Poster Session Friday 3:45pm
  In Invited Poster Session: 2026 AERA Undergraduate Fellows Research Poster Fair

Abstract

Children’s developing science identity is shaped not only by formal schooling but also by access to informal STEM learning environments that allow for exploration, autonomy, and identity formation. However, children are often viewed as passive participants in their own development, overlooking how experiential learning contexts influence how they see themselves in relation to science. This study examines how children’s access to informal STEM environments relates to their interest, efficacy, and identification with science.

Participants included 121 children ages 4–9 recruited at the Museum of Life and Science. Children were randomly assigned to hear either a stereotypical or non-stereotypical science narrative highlighting museum exhibits. Following the storybook task, children participated in hands-on science persistence activities and completed measures assessing psychological distance from scientists, science interest, perceived science ability, and behavioral science identity (button choice: “I am a scientist” vs. “I do science”). Parents reported children’s museum visitation frequency and membership status, which served as indicators of access to informal STEM resources.

Results showed that children exposed to non-stereotypical science narratives reported feeling slightly more similar to scientists than those in the stereotypical condition. Analyses further indicated that museum visitation frequency had stronger associations with children’s science identity outcomes than membership status alone. More frequent museum visitors expressed greater interest in becoming scientists and showed marginally stronger behavioral expressions of science identity.

Overall, findings suggest that repeated engagement with informal STEM environments may play an important role in shaping children’s emerging science identities and supporting early interest in STEM participation.

Author

• LaNaiah Frieson, Duke University