Research Article
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Improving Access to STEM for Girls of Color through Community Programs

Year 2022, Volume: 5 Issue: 2, 149 - 166, 01.07.2022
https://doi.org/10.55290/steam.1060436

Abstract

Background: Our study examines community youth workers’ perceptions, attitudes, and aspirations regarding the development of STEM programming for girls of color gathered through a focus-group discussion embedded in a professional development workshop. Results: Drawing upon these conversations, we learned that they perceived themselves as not belonging in STEM and as focused primarily on community mental health concerns. Although many of the workers commented about being unprepared to plan or offer STEM programming, they suggested that a collective community effort could be a worthwhile approach for increasing STEM programming for girls of color. Results also revealed that the middle school girls of color being served by the community agencies represented in the sample corroborated these results as they too perceived themselves as not belonging in STEM. However, when probed about how they wanted to spend their out-of-school time, many of the girls who asserted lack of interest or belonging in STEM suggested everyday activities that were, indeed, STEM-based. Conclusions: This pattern of results suggests that persuading girls of color to pursue STEM-related activities outside-of-school requires a reframing that considers their existing interests.

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References

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  • DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., Looney, K., & Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology, 38(6), 711-733. doi:10.1080/01443410.2018.1426833
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Year 2022, Volume: 5 Issue: 2, 149 - 166, 01.07.2022
https://doi.org/10.55290/steam.1060436

Abstract

Project Number

NA

References

  • Adams, P. (2010). Understanding the different realities, experience, and use of self-esteem between Black and White adolescent girls. Journal of Black Psychology, 36(3), 255-276. doi.10.1177/0095798410361454
  • Aguilera, J. M. (2018). Relating food engineering to cooking and gastronomy. Comprehensive Reviews in Food Science and Food Safety, 17(4), 1021-1039. doi:10.1111/1541-4337.12361
  • Amerasinghe, S. (2016). Women’s jobs at risk from tech disruption. The World Bank Blog. Retrieved from http://blogs.worldbank.org/jobs/women-s-jobs-risk-tech-disruption.
  • Aronson, B., & Laughter, J. (2018). The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity. Gender and Education, 32(2), 262-279. doi:10.1080/09540253.2018.1496231.
  • Astroth, K., Garza, P., & Taylor, B. (2004). Getting down to business: Defining competencies for entry-level youth workers. New Directions for Youth Development, 2004(104), 25-37. doi:10.1002/yd.96
  • Baldridge, B. (2018). On educational advocacy and cultural work: Situating community-based youth work[ers] in broader educational discourse. Teachers College Record, 120(2), 1-28.
  • Borum, V., & Walker, E. (2011). Why didn't I know? Black women mathematicians and their avenues of exposure to the doctorate. Journal of Women and Minorities in Science and Engineering, 17(4), 357-369. doi:10.1615/JWomenMinorScienEng.2011003062
  • Braddock Clarke, S. E. (2018). Outfitting textiles, fashion+ architecture: The convergence+ interplay of construction+ engineering for the human form. Textile, 16(1), 62-77. doi:10.1080/14759756.2017.1332906 Brinkman, B. G., Marino, S., & Manning, L. (2018). Relationships are the heart of the work: Mentoring relationships within gender-responsive programs for Black girls. Journal of Feminist Family Therapy, 30(4), 191-213. doi:10.1080/08952833.2018.1490618
  • Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387. doi:10.1002/j.2168-9830.2008.tb00985.x
  • Brown, C. S., & Leaper, C. (2010). Latina and European American girls’ experiences with academic sexism and their self-concepts in mathematics and science during adolescence. Sex Roles, 63(11-12), 860-870. doi:10.1007/s11199-010-9856-5
  • Campbell, P. (1995). Redefining the girl problem in mathematics. In W. Secada, E. Fennema, & L.Bryd (Eds), New Directions for Equity in Mathematics Education (pp. 225-241). Cambridge University Press.
  • Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods & Research, 42(3), 294-320. doi:10.1177/0049124113500475
  • Ceci, S. J., & Williams, W. (2007). Why aren’t more women in science. APA Books.
  • Christensen, K. M., & Rubin, R. O. (2020). Exploring competencies in context: Critical considerations for after-school youth program staff. Child & Youth Services, 1-26. doi:10.1080/0145935X.2020.1866983
  • Colvin, S., White, A. M., Akiva, T., & Wardrip, P. (2020). What do you think youth workers do? A comparative case study of library and afterschool workers. Children and Youth Services Review, 119, 1-19. doi:10.1002/jcop.22537
  • Conradty, C., & Bogner, F. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, 30(3), 233-240. doi:10.1080/10400419.2018.1488195
  • Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27-38.
  • Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45(3-4), 370–380. doi:10.1007/s10464-010-9295-z
  • Curran, F. C., & Kellogg, A. T. (2016). Understanding science achievement gaps by race/ethnicity and gender in kindergarten and first grade. Educational Researcher, 45(5), 273-282. doi:10.3102/0013189X16656611
  • Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231- 246. doi:10.1080/1047840X.2011.607313
  • Dasgupta, N., & Stout, J.G. (2014). Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21-29. doi:10.1177/2372732214549471
  • Deaton, S., Carter, V., & Daugherty, M.K. (2018). Getting back to the roots of family and consumer sciences education: FCS and STEM integration. Journal of Family & Consumer Sciences, 110(1), 55-58. doi:10.14307/JFCS110.1.55
  • DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., Looney, K., & Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology, 38(6), 711-733. doi:10.1080/01443410.2018.1426833
  • Donaldson, J. L., & Franck, K. L. (2020). Perceptions of youth, parents, community volunteers, corporate volunteers, and 4-H professionals about the 4-H STEM career pathway model. Journal of Agricultural Education, 61(4), 15-29. doi:10.5032/jae.2020.04015
  • Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological Bulletin, 136(1), 103-127. doi:10.1037/a0018851
  • English, L. D., & King, D. T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2(1), 18 doi:10.1186/s40594-015-0027-7
  • Garner, P. W., Gabitova, N., Gupta, A., & Wood, T. (2018). Innovations in science education: Infusing social emotional principles into early STEM learning. Cultural Studies of Science Education, 13(4), 889-903. doi:10.1007/s11422-017-9826-0 Gholson, M. L. (2016). Clean corners and algebra: A critical examination of the constructed invisibility of Black girls and women in mathematics. The Journal of Negro Education, 85(3), 290-301. doi:10.7709/jnegroeducation.85.3.0290
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There are 78 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Pamela Garner 0000-0003-4917-9841

Nuria Gabitova This is me

Tiana Dominick This is me

Project Number NA
Early Pub Date June 27, 2022
Publication Date July 1, 2022
Submission Date January 22, 2022
Acceptance Date June 6, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Garner, P., Gabitova, N., & Dominick, T. (2022). Improving Access to STEM for Girls of Color through Community Programs. Journal of STEAM Education, 5(2), 149-166. https://doi.org/10.55290/steam.1060436

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