Examining the Use of STEM School Strategies to Enhance Underrepresented Students' STEM Attitudes and Achievement

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Improving Participation, Attitudes, and Outcomes in STEM

Abstract

Calls for a larger and more diverse science, technology, engineering, and mathematics (STEM) workforce continue to grow. STEM schools represent one approach to increasing and broadening STEM participation; however, more knowledge regarding exactly how they may do so is needed. This study explored the effects of inclusive STEM school strategies (i.e., problem-based learning, student culture, and supportive relationships) on students’ mathematics- and science-related attitudes and achievement. Findings indicate that although achievement gaps remain, these strategies positively influence diverse (particularly Hispanic and African American) students’ STEM attitudes. Together, these findings suggest that while these strategies may work to improve outcomes across students, they may not be sufficient to close race and gender gaps, and more targeted strategies should be explored.

Authors

• Huifang Zuo, University of Chicago

• Melanie LaForce, University of Chicago

• Liz Noble, University of Chicago

• Kaitlyn Ferris, University of Chicago