Increasing Access to STEM Learning by Building Caregivers' Self-Efficacy

• In Event: AERA Poster Session 4
  In Poster Session: Division C Section 1d: Science Poster Session 1 (San Diego)

Abstract

Access and agency in STEM may vary greatly among communities. While student interest in STEM can be supported in school, informal STEM activities can also promote confidence in these areas. Parents can participate in STEM activities which can increase their self-efficacy in STEM and in fostering STEM interests at home. In this study, we examine ways that parents increased their STEM identities and self-efficacy through a community-based STEM program. Here, we interpreted qualitative data sources to understand how parents enact the role of STEM guides and gain STEM self-efficacy through one family STEM program. Findings illustrate parents’ roles in STEM and ability to showcase sociocultural perspectives in STEM. This study concludes with implications for community-based, informal STEM education.

Authors

• Meghan E. Marrero, Mercy College

• Kristen Victoria Napolitano, Mercy College

• Amanda M. Gunning, Mercy College