Developing High-Achieving Rural Students' STEM, Academic, and Career Self-Efficacy Through Place-Based Informal Programming

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Places, Pathways, and Predispositions for Rural College and Career Readiness

Abstract

Challenging academic opportunities through informal programming is potentially an effective intervention to develop self-efficacy in rural high-achieving students. This investigation focused on place-based informal STEM programming, designed to create the kinds of opportunities needed in rural communities to successfully prepare high-achieving students for success in advanced STEM coursework. In this parallel, equal status (QUANT + QUAL) mixed methods study, we investigated students’ experiences in an informal program and the program’s influence on rural students’ STEM, academic, and career self-efficacy. Through a priori thematic analysis of classroom observations and multivariate analysis of students’ social cognitive variables, we found that rural students’ experiences in the program promote positive self-efficacy when the context for STEM learning is situated within a personally relevant context.

Authors

• Stephanie Gugliemo Lynch, Johns Hopkins University

• Elmira Jangjou, University of Iowa

• Susan G. Assouline, University of Iowa

• Duhita Mahatmya, The University of Iowa

• Lori Marie Ihrig, The University of Iowa