Determinants of Black families’ access to a community‐based STEM program

A latent class analysis

Dados Bibliográficos

ID21392739
AutoresNatalie King (0000-0002-4465-1409, Georgia State University Atlanta Georgia USA, autor correspondente), Zachary K Collier (0000-0003-2526-5120, University of Delaware), Zachary Collier (University of Delaware Newark Delaware USA), Bridgette G Johnson (University of Delaware Newark Delaware USA), Melanie M Acosta (0000-0001-5326-7268, Florida Atlantic University), Melanie Acosta (Florida Atlantic University Boca Raton Florida USA), Charisse N Southwell (Broward County Public Schools Fort Lauderdale Florida USA)
Ano2021
Volume105
Fascículo6
Páginas1100-1125
Data de publicação2021-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21669
OpenAlexW3191177654
IdiomaEN
Citações recebidas12
Referências citadas83

The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents’ access to educational enrichment programs for their children. This study draws from Bronfenbrenner's (1979) ecological systems theory (EST) and Coleman's (1988) definition of social capital to explore the ways in which Black families across socioeconomic backgrounds access and use the community‐based STEM program. A latent class analysis was employed to identify determinants based on specific predictors (e.g., parents’ highest level of education, free/reduced lunch status, and grade level of registered children). The latent class model extracted three distinct classes. Our findings revealed that all parents were likely to enroll their elementary‐aged children, but the likelihood of enrolling middle or high school children increased with parents who were college educated. This study also uncovered that regardless of income or neighborhood lines, Black parents of all social classes, and family dynamics learned about the program through information sharing. Furthermore, the program's location increased access to informal STEM learning opportunities for parents who experienced poverty, while the program's curriculum attracted middle‐class Black families who were not residents of that particular community. Collectively, I AM STEM promoted educational and economic inclusion, which broadened participation in STEM programming

Class (philosophy) · Curriculum · Developmental psychology · Latent class model · Pedagogy · Political science · Population · Poverty · Social class · Socioeconomic status · Sociology · Demography · Higher Education Research Studies · Parental Involvement in Education · Psychology · School Choice and Performance