In this paper, we explore how secondary school students' participation in structured, math‐ and science‐focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are related to their participation in these programs. Using expectancy‐value theory and social cognitive career theory as our conceptual frameworks, we conduct a path analysis based on a nationally representative panel dataset. Results indicate that students who participate in structured science‐focused out‐of‐school programs in eighth grade are more likely to express an aspiration to and choosing a STEM major in college. The intersection of sociodemographic backgrounds further highlights the intricate differences in math‐focused programs participation outside of school between Latinx and White adolescents of varying socioeconomic status.

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Molecular characterization and functionality of rumen-derived extracellular vesicles using a Caenorhabditis elegans animal model Running

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