Promoting Equitable Learning and Career Pathways in STEM Through Positive Youth Development

Session Type: Symposium

Abstract

The U.S. Bureau of Labor Statistics (2025) predicts more than 10% growth in demand for STEM workers over the next decade, whereas the National Center for Science and Engineering Statistics (2023) shows pursuit of STEM degrees increased by only 4.2% over the last decade. This represents a potential shortfall, attributable to gaps in STEM degrees and career pathways among historically underrepresented young people(e.g., those identifying as Black, Hispanic, and/or female). This panel features papers from a special issue of the Journal of Applied Developmental Psychology, highlighting research across learning contexts to explore how (1) young people’s STEM identities develop, (2) identities are shaped by social interventions, and (3) this might look across developmental levels.

Sub Unit

• Division E - Counseling and Human Development / Division E - Section 2: Human Development

Chair

• Christina Cipriano, Yale University

Papers

• From Opportunity Gap to Yield: The Benefits of OST Mentored Research for Youth in STEM - Karen Hammerness

• The Development of Science Identity Through Near Peer Mentoring and Research Experiences - Ross C. Anderson, Creative Engagement Lab

• Incorporating the Social, Cultural, and Emotional Dimensions of Student Learning to Develop STEM-identities in Computer Science - Stanley L. Johnson, University of California - Los Angeles

• Developmental Relationships as a Critical Lever for Equitable Math Learning - Lauren Rice, Latino Student Fund

Session Organizer

• Christina Cipriano, Yale University

Discussant

• Jeremy Jay Taylor, Collaborative for Academic, Social, and Emotional Learning