Breaking Barriers: Evaluating a Pilot STEM Intervention for Latinx Children of Spanish-Speaking Families

Autor/inn/en	Roncoroni, Julia; Hernandez-Julian, Rey; Hendrix, Tayler; Whitaker, Salina Wu
Titel	Breaking Barriers: Evaluating a Pilot STEM Intervention for Latinx Children of Spanish-Speaking Families
Quelle	In: Journal of Science Education and Technology, 30 (2021) 5, S.719-731 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roncoroni, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09914-3
Schlagwörter	Program Evaluation; Pilot Projects; STEM Education; Intervention; Hispanic American Students; Spanish Speaking; Family (Sociological Unit); Elementary School Students; Attendance; Student Satisfaction; Vocational Interests; Colorado + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Pilot project; Modellversuch; Pilotprojekt; STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Familie; Anwesenheit; Berufsinteresse
Abstract	STEM achievement gaps between Latinx and their non-Hispanic White (NHW) counterparts emerge in early childhood and persist through adulthood. Culturally relevant STEM interventions can help counter some of the Latinx higher attrition rates in STEM, especially if they are initiated in elementary school. This study assesses the feasibility, acceptability, and impact on STEM Career Interest of an evidence-based, after-school STEM Program for elementary school Latinx children from Spanish-speaking families. Twenty-three 3rd to 5th grade children in a dual-language school in Colorado participated in 8 weekly STEM lessons, a field trip, and a culturally relevant fair with Latinx STEM professional role models. The following measures were used: (1) attendance rates; (2) changes in a STEM Career Interest Survey; and (3) children and caregivers' reported satisfaction with the program. Attendance and satisfaction with the program were high. Students' STEM Career Interest showed a statistically significant increase between pre- and post-program; however, the subscales of the "STEM Career Interest Survey" did not show a significant increase. It was feasible to implement the STEM interest program at the center of this study with elementary school Latinx students, and the program demonstrated success in increasing students' STEM Career Interest. Moreover, the program is novel in that it addresses a significant barrier to economic mobility in the Spanish-speaking Latinx community (i.e., the high attrition rates in STEM participation). With some adaptations (e.g., longer duration), this program can serve as a model for interventions in other schools or academic settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01