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Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

Author

Listed:
  • Claudia McLaughlin Ludwig

    (Institute for Systems Biology)

  • Rebecca A. Howsmon

    (Institute for Systems Biology
    Ballard High School, Seattle Public Schools)

  • Shelley Stromholt

    (Aspect Research + Evaluation)

  • Jacob J. Valenzuela

    (Institute for Systems Biology)

  • Rachel Calder

    (Institute for Systems Biology
    OMNY Health)

  • Nitin S. Baliga

    (Institute for Systems Biology
    University of Washington
    University of Washington
    Lawrence Berkeley National Lab)

Abstract

Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities.

Suggested Citation

  • Claudia McLaughlin Ludwig & Rebecca A. Howsmon & Shelley Stromholt & Jacob J. Valenzuela & Rachel Calder & Nitin S. Baliga, 2024. "Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-20, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-02797-w
    DOI: 10.1057/s41599-024-02797-w
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    References listed on IDEAS

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    1. Mojtaba Shahin & Olivia Ilic & Christabel Gonsalvez & Jon Whittle, 2021. "The impact of a STEM-based entrepreneurship program on the entrepreneurial intention of secondary school female students," International Entrepreneurship and Management Journal, Springer, vol. 17(4), pages 1867-1898, December.
    2. Chris Craney & Tara McKay & April Mazzeo & Janet Morris & Cheryl Prigodich & Robert de Groot, 2011. "Cross-Discipline Perceptions of the Undergraduate Research Experience," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(1), pages 92-113, January.
    3. Sophie Pierszalowski & Jana Bouwma-Gearhart & Lindsay Marlow, 2021. "A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color," Social Sciences, MDPI, vol. 10(9), pages 1-43, September.
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