Pre-college STEM camps as developmental context: Mediational relations between gender, career decidedness, socioemotional development, and engagement

Gagnon, Ryan J.; Sandoval, Alexandra

doi:10.1016/j.childyouth.2019.104584

Cited by 11 publications

(8 citation statements)

References 49 publications

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“…In other words, younger youth participating in the CUB camp were more likely to indicate affinity for college in these areas than older youth participating in the CUB camp. This negative relation supports prior studies suggesting that as youth age increases, perceptions of a program may decline as the program becomes less challenging, varied, or novel (Gagnon & Sandoval, 2020;Washburn et al, 2011). However, the significant positive direct effect of youth age on the college brand awareness factor suggests that this dimension of affinity for college may be enhanced as youth get older, possibly reflecting ongoing exposure to the college brand or increased interest in the brand as youth get closer in age to making a college decision.…”

Section: Youth Characteristicssupporting

confidence: 84%

“…Individual characteristics of youth such as age and gender can predict youth outcomes and college-related beliefs such as affinity for college (Porter & Umbach, 2006;Washburn et al, 2011). While some studies suggest individual youth characteristics are positively related to youth outcomes (Eccles et al, 2004), other studies provide contrasting findings (Gagnon & Sandoval, 2020). For example, as youth age increases, research suggests their positive perceptions of program outcomes tend to decrease (Phelps et al, 2009;Washburn et al, 2011) and correspondingly research suggests youth experience declines in developmental outcomes (Washburn et al, 2011).…”

Section: Youth Agementioning

confidence: 99%

“…The program engagement and support measure was conceptualized as three factors impacting CUB camp participation: supportive camp counselor behaviors, supportive instructor behaviors, and camp structure engagement (Gagnon & Sandoval, 2020). The first two factors were adapted from the personal development subscale of the Tiffany-Eckenrode Program Participation Scale (TEPPS; Tiffany et al, 2012).…”

Section: Program Engagement and Supportmentioning

confidence: 99%

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Cultivating Youth Affinity for College Within the Context of Campus-Based Summer Camps

Garst

Gagnon

Clanton

et al. 2021

JYD

Self Cite

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College and university-based (CUB) summer camps are a prominent pre-collegiate experience targeting middle and high school adolescents, which research suggests may enhance college aspirations and preparedness, develop academic knowledge and skills, and influence future career choices. This study examines factors that predict the relation between affinity for college, program engagement and support, college major selection, and social–emotional outcomes stemming from youth involvement in a CUB camp based on data collected from 641 middle and high school-aged youth who completed an online questionnaire on the last day of the CUB camp. The findings validated a 4-factor model comprised of college brand awareness, college relational expectations, college academic interest–science, and college academic interest–technology. Further, the structural equation model (SEM) results suggested a relation between affinity for college, program engagement and support, and social–emotional outcomes. In addition, a CUB camp student’s lack of a college major had a significant negative direct effect on some dimensions of affinity for college including college brand awareness, college relational expectations, and college academic interest–science. CUB camp providers can use the results of this study to better articulate how their programs might impact adolescent decision making related to college, as well as inform how CUB camp providers may intentionally create affinity spaces that maximize student awareness of college brands as well as their future expectations for the college experience.

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Section: Youth Characteristicssupporting

confidence: 84%

Section: Youth Agementioning

confidence: 99%

Section: Program Engagement and Supportmentioning

confidence: 99%

See 1 more Smart Citation

Cultivating Youth Affinity for College Within the Context of Campus-Based Summer Camps

Garst

Gagnon

Clanton

et al. 2021

JYD

Self Cite

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show abstract

“…The findings draw on the role that elements of faith, calling, spirituality and religiosity play in career choice formation. Intriguingly, this has been an area that has not received much empirical attention within a South African work psychology perspective despite the noted shift of women in maledominated professions (Albrecht et al, 2018;Gagnon & Sandoval, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Some (e.g. Gagnon & Sandoval, 2020) argue for the need to question the relevance in contemporary society of gender stereotyping with their argument being for the need for inclusivity as is being performed in the career paths in the sciences and technology. Part of this process concerns exploring pay differences between women and men (Albrecht, Bronson, Thoursiec, & Vroman, 2018).…”

Section: Introductionmentioning

confidence: 99%

Called to the ministry: Narratives of career choice amongst female pastors in South Africa

Chinyamurindi

Rashe

2021

SA Journal of Industrial Psychology

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Orientation: There is a noted entrance of females into careers that have been a preserve traditionally of males. One such cohort needing understanding concerns females entering the pastoral ministry.Research purpose: The study explores the career choice issues of female pastors into the pastoral ministry.Motivation of the study: Calls have been made within the local and international literature for studies that give attention to understanding issues related to career development through the prism of calling, faith and religiosity.Research approach, design and method: A narrative inquiry using a sample of 15 females who have studied for the pastoral ministry within a leading Christian protestant denomination was utilised.Main findings: Three main narratives emerged. First, the entrance to the pastoral ministry as an answer to the voice of God and also made clear through signs from God. Second, an entrance to the pastoral ministry is a result of support from significant others. Finally, an entrance to the pastoral ministry is due to the need to challenge the status quo and give more female representation to a perceived gendered space, the church.Practical/managerial implications: Career counsellors may need to be aware of the issues that surround females entering careers often classified not their own. Strategies can be proposed based on such an understanding within contemporary career counselling practice.Contribution/value-add: This study contributes to the growing body of knowledge, focusing on the need to understand how issues of calling, faith and religiosity affect individual career choice and, subsequently, career development.

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Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp

Sultan,

Axell,

Hallström

2023

Int J Technol Des Educ

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Bringing more girls and women into science, technology, engineering and mathematics, STEM, is often highlighted as an aim in education and industry. A constantly growing body of research on engagement is driven by equity concerns caused by the unbalanced gender distribution in STEM. In this study, Swedish teenage girls on a three-day technology camp are in focus. The camp was an initiative with three goals: “Get girls interested, keep girls interested and provide knowledge about futures within technology professions”. We explored the participating girls’ technological activities and conceptions of technology at the camp. Data collection was conducted through participant observations and a focus group interview. Data were analysed using thematic analysis and a gender theoretical framework. Results show the camp presented uncertain notions of what technology can be, and traditionally male-oriented domains were “girlified”. However, girlified activities might not have been constructive in this context since the girls expressed interest in technology before the camp and showed few signs of gendering technology – they liked all kinds of technology. Girlified technology can, at its worst, give a false image of the future industrial work life that the camp organiser aimed to inspire. Despite this, the camp activities were still meaningful and relevant to the girls. The camp created opportunities for the girls to develop their sense of being technical and a feeling of belonging. Implications for technology classroom settings and future camps are to value practical work and improvisational design without leaving the teaching unreflected. This could be a way of engaging and familiarising girls with the multifaceted world of technology without girlifying it. In addition, a broad conception of technology could make gender codes less relevant and open new opportunities.

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Pre-college STEM camps as developmental context: Mediational relations between gender, career decidedness, socioemotional development, and engagement

Cited by 11 publications

References 49 publications

Cultivating Youth Affinity for College Within the Context of Campus-Based Summer Camps

Cultivating Youth Affinity for College Within the Context of Campus-Based Summer Camps

Called to the ministry: Narratives of career choice amongst female pastors in South Africa

Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp

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