Return to search

Expanding the pathway: The role of a residential STEM program for high school students in shifting perceptions and personal relevance of scientists and science

STEM (Science, Technology, Engineering, and Mathematics) academic programs and career fields continue to lack representation among females and minorities. STEM learning programs that engage youth in culturally relevant and personally meaningful experiences in STEM have been shown to develop participant self-concept as a scientist, as well as increase interest in related careers. This study uses the Draw-a-Scientist Checklist (DAST-C) instrument, as well as the Draw-a-Scientist Growth (DAST-G) instrument, which was developed and implemented by the author as part of this research. The DAST-C and DAST-G instruments were used to examine the science-related perceptions of youth before and after participation in a residential STEM geosciences program. An analysis found that the program produced statistically significant (p<.05) reductions to the DAST-C scientist stereotype scores in all twelve cycles of the program between 2018 and 2019, and statistically significant gains to the DAST-G scientist perception growth scores in eleven of the cycles.

Identiferoai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-6090
Date30 April 2021
CreatorsCarlton, Caleb
PublisherScholars Junction
Source SetsMississippi State University
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations

Page generated in 0.0015 seconds