Research Article
Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth
Lily Konowitz
,
Terese Lund ,
Brenna Lincoln,
Madeline Reed,
Belle Liang,
Mike Barnett,
David Blustein
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Konowitz L, Lund T, Lincoln B, Reed M, Liang B, Barnett M, Blustein D. Changemakers: influences on engagement in stem curricula among underrepresented youth. European J Psychol E. 2022;5(2):103-113. doi: 10.12973/ejper.5.2.103
Konowitz, L., Lund, T., Lincoln, B., Reed, M., Liang, B., Barnett, M., & Blustein, D. (2022). Changemakers: influences on engagement in stem curricula among underrepresented youth. European Journal of Psychology and Educational Research, 5(2), 103-113. https://doi.org/10.12973/ejper.5.2.103
Konowitz Lily, Terese Lund, Brenna Lincoln, Madeline Reed, Belle Liang, Mike Barnett, and David Blustein. "Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth," European Journal of Psychology and Educational Research 5, no. 2 (2022): 103-113. https://doi.org/10.12973/ejper.5.2.103
Konowitz, L Lund, T Lincoln, B Reed, M Liang, B Barnett, M & Blustein, 2022, 'Changemakers: influences on engagement in stem curricula among underrepresented youth', European Journal of Psychology and Educational Research, vol. 5, no. 2, pp. 103-113. Konowitz, Lily et al. "Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth." European Journal of Psychology and Educational Research, vol. 5, no. 2, 2022, pp. 103-113, https://doi.org/10.12973/ejper.5.2.103.
Abstract
Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students’ sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one’s goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student’s learning and connection to the field by ensuring that their program encapsulates these identified components.
Keywords:
References
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