AFTERSCHOOL STEM EDUCATION AND STUDENT INTEREST AND CONFIDENCE IN STEM
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractIncreasing student interest and performance in science, technology, engineering, and mathematics, or STEM, is a task which has posed many challenges in education. Barriers in STEM education are both structural and cultural. Stigma and negative cultural beliefs about STEM may subdue student interest and impact performance while lack of funds and materials limit the ways instructors can present lessons and teach students. Non-traditional instructional settings like after-school programs and camps may offer alternative opportunities to inspire interest in STEM and related careers. In this study, participants in two out of school programs were surveyed after completing a STEM related activity. Responses about interest in STEM subjects, careers, and beliefs about capabilities in these subjects were analyzed for both groups.
Degree ProgramHonors College
Family Studies and Human Development