The Nexus of Confidence and Gender in an Engineering Project-Based STEM Camp

Vela, Katherine; Caldwell, Cassidy; Capraro, Robert M.; Capraro, Mary Margaret

doi:10.1109/fie43999.2019.9028467

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…The informal learning environment a STEM summer camp offers allows students to take the initiative of their own learning and inspires participants to consider pursuing careers in STEM-related fields (cf. Vela et al, 2019;Watkins et al, 2018). This aligns with Bandura's (2001) conceptual belief that students are active agents of their learning and not passive bystanders.…”

Section: Theoretical Frameworksupporting

confidence: 68%

“…Students who participated in STEM camps were challenged to effectively communicate and work with their peers toward a common goal (Ghadiri Khanaposhtani et al, 2018;Bicer and Lee, 2019;Bicer et al, 2015Bicer et al, , 2018. As students collaborate with others during STEM camp activities, they are able to reflect on their mistakes, anticipate potential failures and take ownership of their learning (Vela et al, 2019;Watkins et al, 2018). In fact, the use of discipline-specific technology provided the students with a new skill set and also fostered the development of a scientific identity because they were using tools that scientists actually use in their careers (Ghadiri Khanaposhtani et al, 2018;Kim et al, 2018).…”

Section: Stem Career and Informal Learning Environmentmentioning

confidence: 99%

“…Informal learning environments also provide more opportunities for students to make personal connections with what they learn. This was often accomplished at STEM camps when curriculum was specifically designed to provided real-world contexts and authentic experiences that deeply engaged students on a personal level (Bicer et al, 2015(Bicer et al, , 2018Ghadiri Khanaposhtani et al, 2018;Vela et al, 2019). As a result, students find the learning experienced at STEM camps enjoyable and often transfer that emotion to the STEM fields.…”

Section: Stem Career and Informal Learning Environmentmentioning

confidence: 99%

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Improving perceptions of STEM careers through informal learning environments

Vela

Pedersen

Baucum

2020

JRIT

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PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

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Section: Theoretical Frameworksupporting

confidence: 68%

Section: Stem Career and Informal Learning Environmentmentioning

confidence: 99%

Section: Stem Career and Informal Learning Environmentmentioning

confidence: 99%

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Improving perceptions of STEM careers through informal learning environments

Vela

Pedersen

Baucum

2020

JRIT

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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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Diversity and inclusion in engineering and computing: A scoping review of recent FIE papers

Bego

Nwokeji

2021

2021 IEEE Frontiers in Education Conference (FIE)

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The Nexus of Confidence and Gender in an Engineering Project-Based STEM Camp

Cited by 5 publications

References 29 publications

Improving perceptions of STEM careers through informal learning environments

Improving perceptions of STEM careers through informal learning environments

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

Diversity and inclusion in engineering and computing: A scoping review of recent FIE papers

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