Characterizing Middle School Girls' Science and Engineering Identity in an After-School STEM Club

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-4 - Design and Research in Learning Environments

Abstract

In this study, we examined how an afterschool STEM Club for a group of middle school girls influenced their interests and identification with STEM subjects and careers. We used an identities-in-practice framework to guide a mixed methods investigation of the effects of this designed learning environment. Findings suggest that particular resources within the designed environment such as a co-learning pedagogical framework, scaffolding through encouragement, and the opportunity to work in a group with only their female peers facilitated the youths’ disposition towards STEM. We conclude that findings can provide guidance to researchers and practitioners as they collaborate to design innovative programs and policies to create educational opportunities that increase the participation of underrepresented students in STEM subjects and careers.

Authors

• Danielle Cadieux Boulden, North Carolina State University

• Michael A. Evans, North Carolina State University

• Lixiao Huang, North Carolina State University