Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

Autor/inn/en	Collins, Melissa A.; Totino, Joanna; Hartry, Ardice; Romero, Valeria F.; Pedroso, Rosio; Nava, Rosalinda
Titel	Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth
Quelle	In: Journal of Experiential Education, 43 (2020) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Melissa A.) ORCID (Totino, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919887407
Schlagwörter	STEM Education; Disproportionate Representation; Minority Groups; Females; Service Learning; High School Students; Summer Programs; Student Projects; Social Problems; Career Choice; Learner Engagement; Energy; California (Berkeley) + Suchen Sie Ihr Suchwort? STEM; Ethnische Minderheit; Weibliches Geschlecht; Service-Learning; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; Schulprojekt; Social problem; Soziales Problem; Energie
Abstract	Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built "solar suitcases" to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01