Informal Learning Environments and Impact on Interest in STEM Careers

Maiorca, Cathrine; Roberts, Thomas; Jackson, Christa; Bush, Sarah B.; Delaney, Ashley; Mohr-Schroeder, Margaret J.; Soledad, Soledad Yao

doi:10.1007/s10763-019-10038-9

Cited by 70 publications

(74 citation statements)

References 31 publications

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“…A student's ability to mentally identify themselves with and fully comprehend another person can be described as empathy (Brown, 1996;Cohen, 2001;Cooper, 2011), which importantly focuses on "feeling with" and not just "feeling for." Through our research (e.g., Bush et al, 2020;Bush & Cook, 2019;Maiorca et al, 2020;McCurdy et al, 2020), we have found that specifically developing empathy in students as they explore an inquiry under investigation can serve as a potential bridge for students who have encountered real or perceived barriers to STEM. Such barriers could be lack of access to meaningful STEM inquiries or students not seeing others who look like them doing STEM.…”

Section: Empathymentioning

confidence: 85%

“…In order to conceptualize an equity-based framework of K-12 STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy as well as our own empirical work in STEM literacy (e.g., Cavalcanti & Mohr-Schroeder, 2019;Clark et al, 2015;Maiorca et al, 2020;Mohr-Schroeder et al, 2014;Mohr-Schroeder et al, 2017;Mohr-Schroeder et al, 2018;Nurlaely et al, 2017;Roberts et al, 2018;Tati et al, 2017). For this systematic literature review, we reviewed literature from 2009 to present.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Thus, the Equity-Oriented STEM Literacy Framework can apply to variations of integrated STEM (e.g., STEAM, STEM+C, STEM+M, STREAM, etc.). As the number of STEM careers continues to increase, the ability to develop STEM literacy is directly affecting students' interests in STEM-related disciplines, which are often determined by the way students interact with science and mathematics, making access to varying opportunities distinctly important and necessary (Cavalcanti, 2017;Maiorca et al, 2020;Roberts et al, 2018).…”

Section: Opportunity and Accessmentioning

confidence: 99%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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Section: Empathymentioning

confidence: 85%

Section: Review Of Literaturementioning

confidence: 99%

Section: Opportunity and Accessmentioning

confidence: 99%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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“…SCCT helped document choices, career decisions, and challenges in attracting women and underrepresented people in STEM fields (Fouad & Santana, 2017), demonstrating the effectiveness of the model with diverse populations. More recently, Maiorca et al (2020) found that middle school students' summer learning experiences in STEM heightened interest in possible STEM education or careers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

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Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self-efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi-structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self-efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset-based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high [Correction added on February 17, 2021, after initial publication on February 04, 2021; the displayed quote in the section entitled "Dr. Olson successfully petitioned…" was initially placed as text due to a production error and has been reinstated.] dispositions in science and engineering and self-identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.

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“…Researchers use various theoretical constructs for analysis, depending on the choice of which main focus of the research changes: these are "decision points" that determine the life path [4,6], the "topology" of the life trajectory, the sequence of stages of their living, the life trajectory as the relationship of collective and individual reality [7,8,3], income received, powers of authority, working conditions [8][9][10][11], gender differences [12] etc.…”

Section: Introductionmentioning

confidence: 99%

Formation of readiness for professional mobility in senior high school students

Воропаев

Sambur²

2021

SHS Web Conf.

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The prerequisites for the study are modern career concepts and the concept of preparing a person for the successful construction of a career path. The modern sphere of economic relations and the labor market are very changeable and dynamic. The structure and content of professions are changing quickly, which requires constant training and readiness from the individual to change professional roles. Therefore, the formation of readiness for professional mobility is an important research issue. However, the generally accepted position is that the formation of readiness for professional mobility among students should begin at a university or college. The purpose of the study is to test the assumption that the readiness for professional mobility can be formed in senior high school students by combining traditional and game forms of education. The experiment described used a three-week course based on traditional and active teaching methods and a complex multistep business game. The research methods included: the adapted test of “Career Anchors” by Edgar H. Schein, “Methodology for Diagnostics of Reflexivity” by A.V. Karpov and V.V. Ponomareva, the test “Study of Volitional Self-regulation” by A.V. Zverkov and E.V. Eydman, “Temperament Structure Questionnaire” by V.M. Rusalov, and the test “Communicative and Organizational Skills” by V.V. Siniavskii and V.A. Fedorishin. The results of the study showed a statistically significant positive change in the controlled parameters. In general, the conclusion about the promising nature of this direction of training can be considered partially confirmed. For a more confident conclusion, studies on larger samples are required.

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Informal Learning Environments and Impact on Interest in STEM Careers

Cited by 70 publications

References 31 publications

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Formation of readiness for professional mobility in senior high school students

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