Effects of an Outreach Program on Children’s STEM Interest: Relations With Gender and Gender Bias

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic -Diversity, Equity & Social Justice

Abstract

It is well documented that women in the United States are underrepresented in STEM, limiting the range of human resources in these fields and diverse capacity for identifying and solving the world’s important problems. Girls opt-out of STEM, especially math, at increasing rates starting in elementary school, peaking in middle school. Research demonstrates no meaningful differences in math performance across gender. How can we account for the gender gap in STEM? Girls may be influenced by cultural and social forces that steer them away from STEM and contribute to the observed gender gap, such as stereotypes about activities, areas of study, and careers that are suitable for girls versus boys. Perhaps these processes can be ameliorated with STEM outreach interventions. We will present findings from two studies that examined the effects an engineering program using a short-term longitudinal sequential design with multi-informants (children, parents) on children’s perceived understanding and interest in STEM (study one) and in relation to child gender and gender biases (study two).

In Study one, a 2-year pilot, girls in grades 1-5 (n = 94) participated in an engineering program that included 1) a presentation about engineering, 2) discussed the gender gap in STEM and associated stereotypes, and 3) hands-on engineering activities (robot programming; building a hydraulic system). Parents were surveyed about their child’s understanding of and interest in STEM and STEM aspirations for their child. Children were surveyed pre-, immediate post-, and 6 months post-program regarding their perceived understanding of and interest in STEM. Results indicated parent-child agreement regarding perceived STEM understanding and interest (ICC = .83, 95% confidence interval between .76 to .89, F (58, 170) = 5.85, p < .001). Multivariate repeated measures ANOVA results (see Figure 1) indicated a pre- to immediate-post increase, F (4, 88) = 20.03, p < .001, ƞ2 = .48, in children’s engineering aspirations, F (1, 91) = 4.10, p = .046, ƞ = .04, and understanding of science, F (1, 91) = 2.913, p = .09, ƞ2 = .03, and engineering, F (1, 91) = 74.18, p < .001, ƞ2 = .45, suggesting a positive program influence. However, at 6-months post-program (n = 65), results indicated a decrease to pre-program levels for engineering understanding, F (2,13.3) = 20.99, p < .001, ƞ2 = .26, suggesting the need for extended interventions to maintain gains.

Study two followed the same procedures except: 1) both boys (n = 64) and girls (n = 69) were included (grades 2-5); 2) children participated in 6 groups randomly assigned to either receive the gender gap in STEM discussion or not, and 3) children’s gender biases were assessed (perceptions of boys’ vs. girls' abilities and interests in STEM; participation in gendered activities). We expect to replicate study one findings. We also expect findings to vary by gender, exposure to discussion of the gender gap in STEM, and gender bias. Data collection has been completed and repeated measures MANOVA and hierarchical regression analyses are underway and will be completed prior to the conference in April.

Authors

• Susan M Perez, University of North Florida
  Presenting Author

• Alexandra Schonning, University of North Florida
  Non-Presenting Author

• Karinna Anne Rodriguez, University of North Florida
  Non-Presenting Author