Staff Matter: Gender Differences in Science, Technology, Engineering or Math (STEM) Career Interest Development in Adolescent Youth

Autor/inn/en	Price, C. Aaron; Kares, F.; Segovia, G.; Loyd, Aerika Brittian
Titel	Staff Matter: Gender Differences in Science, Technology, Engineering or Math (STEM) Career Interest Development in Adolescent Youth
Quelle	In: Applied Developmental Science, 23 (2019) 3, S.239-254 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Price, C. Aaron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2017.1398090
Schlagwörter	Gender Differences; STEM Education; Adolescents; Youth; Science Careers; Science Interests; Alumni; Science Instruction; Museums; Disproportionate Representation; Minority Group Students; After School Programs; Graduate Surveys; Scientific Attitudes; Attitude Measures; Secondary School Students; Student Attitudes; Program Effectiveness; Mentors; Teacher Role; Illinois (Chicago); Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; STEM; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Museum; Museumswesen; Museen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sekundarschüler; Schülerverhalten; Lehrerrolle
Abstract	We explore the understudied role of program staff in an out-of-school time (OST) program at a large science museum, which may be especially relevant for supporting underrepresented minority (URM) youth's interest in science, technology, engineering, or math (STEM) careers. Using a sequential explanatory mixed-method design, we surveyed 167 program alumni on their science attitudes, career interests, and memories about how the program compared to experiences at home, school, and with friends. We followed that with 49 interviews with alumni. Findings show that, while in the program, alumni who identify as women reported a much greater increase in their STEM career interest than those who identify as men. Interviews suggest this may be related to different types of staff relationships between the genders. We interpret results through the lens of positive youth development and offer recommendations for OST program providers and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01