Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

Abstract

Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one’s own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth’s own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.

The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs

“…Thus far, previous studies have identified links between mindset, motivational beliefs in math [ 57 , 107 ], and STEM career outcomes [ 22 ]. However, there are few studies focusing on mindset in a family context [ 25 ], and in particular in informal STEM learning settings [ 36 , 37 ]. Our findings extend SEVT [ 47 ] by including on domain specific parent math mindset, motivational beliefs and math career orientations in a sample of teens who joined a STEM youth program in the U.S. and the U.K. Our novel findings document important ways in which parent growth mindset and motivational beliefs as well as adolescents’ own attitudes and beliefs shape math intensive career interest.…”

“…Although much of the prior research has focused on factors that motivate STEM career interests with attention to learning in formal settings [29][30][31], some adolescents also have the opportunity to engage with STEM in out-of-school contexts, for instance through afterschool programs at museums, zoos, and aquariums [32,33]. In fact, prior research documents that informal STEM learning experiences can promote STEM career interests [34][35][36]. Informal STEM learning programs may be especially important for promoting career interest for students who are typically marginalized in STEM fields, as these programs can promote feelings of belonging [37] and inclusion as well as interest in STEM [36].…”

“…In fact, prior research documents that informal STEM learning experiences can promote STEM career interests [ 34 – 36 ]. Informal STEM learning programs may be especially important for promoting career interest for students who are typically marginalized in STEM fields, as these programs can promote feelings of belonging [ 37 ] and inclusion as well as interest in STEM [ 36 ]. However, prior research on adolescents involved in informal STEM programs has not focused on math outcomes specifically.…”

Factors that predict adolescents' engagement with STEM in and out of school

“…The need to belong is central for adolescents (Baumeister & Leary, 1995), with recent findings from higher education settings (London et al, 2011), informal learning contexts (Zhao et al, 2022) and secondary school highlighting that a sense of belonging may be especially important in STEM settings.…”

“…The need to belong is central for adolescents (Baumeister & Leary, 1995), with recent findings from higher education settings (London et al, 2011), informal learning contexts (Zhao et al, 2022) and secondary school (Mulvey, Mathews, et al, 2022) highlighting that a sense of belonging may be especially important in STEM settings. Further, the persistence framework indicates that feeling like one belongs in STEM has been theorized to be critically important for persistence in STEM (Graham et al, 2013).…”