Rubbing elbows with them

Building capacity in STEM through science and engineering fairs

Datos Bibliográficos

ID21392690
AutoresMichele H Koomen (0000-0002-6980-642X, Gustavus Adolphus College Saint Peter Minnesota USA, autor de correspondencia), Mary N Hedenstrom (St. Catherine's University St. Paul Minnesota USA), Mary Hedenstrom (St. Catherine University), Molly K Moran (0000-0002-3495-4174, Independent School District 191 Savage Minnesota USA)
Año2021
Volumen105
Número3
Páginas541-579
Fecha de publicación2021-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21615
OpenAlexW3128441664
IdiomaEN
Citas recibidas4
Referencias citadas74

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 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

Curriculum · Focus group · Mathematics education · Medical education · Mentorship · Multimethodology · Pedagogy · Science education · Sociology · Career Development and Diversity · Diverse Educational Innovations Studies · Medicine · Psychology · Youth Development and Social Support