Summer Pre-Engineering Program Builds Student Confidence 
and Motivates Interest in STEM

Araceli Martinez Ortiz; Gabriela Gomez; Patricia Rodriguez Ann Rodriguez

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Conference: 2025 ASEE -GSW Annual Conference
Location: Arlington, TX, Texas
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--55079
Permanent URL: https://peer.asee.org/55079
Download Count: 7

Paper Authors

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Araceli Martinez Ortiz The University of Texas at San Antonio orcid.org/0000-0002-3375-1519

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Araceli Martinez Ortiz, PhD., is the Microsoft President's Endowed Professor of Engineering Education in the College of Engineering and Integrated Design at the University of Texas at San Antonio. She leads a comprehensive research agenda related to integrated STEM learning, pre-college engineering engagement, engineering faculty professional development and culturally relevant engineering curriculum and instruction.

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Gabriela Gomez The University of Texas at San Antonio

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Patricia Rodriguez Ann Rodriguez The University of Texas at San Antonio

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Abstract

Examining changes in confidence, identity, and attitudes toward science, technology, engineering, and mathematics (STEM) careers among Latina/o middle and high school students who are at-risk and low-income is essential for promoting equitable educational opportunities. Conducting thorough data collection from community-based STEM programs helps us understand these changes and can guide targeted interventions that empower students in their academic journeys.

This quantitative study investigates the effects of an intensive summer pre-engineering program tailored for middle and high school students in a large urban center in San Antonio, Texas. The Manuel P. Berriozabal Prefreshman Engineering Program (PREP) summer program primarily serves students from low-income communities. PREP is predicated on a comprehensive model integrating academic development, career exploration, cultural understanding, and active learning within the STEM (Science, Technology, Engineering, and Mathematics) disciplines. This research is based on the self-reported feedback of over 300 student participants from one summer season of PREP, aged 11 to 17 years, and enrolled in grades 7 through 12 from multiple surrounding local school districts.

We aim to address two primary research questions: 1) To what extent do students report changes in their confidence and identity as aspiring STEM professionals? and 2) To what extent do students report changes in their attitudes regarding learning STEM content? The sample included approximately 12.3% White non-Hispanic students, 38.4% from other racial/ethnic backgrounds, and 49.3% Hispanic students. Preliminary analyses were conducted evaluating pre- and post-program survey data. Initial findings indicate that participation in the program significantly bolstered students' confidence in their academic competencies, fostered a preference for collaborative learning environments, and enhanced their attitudes toward STEM content, particularly regarding mathematical skills. These results suggest that immersive STEM experiences, such as the multi-week summer PREP program, can positively influence students' self-efficacy and engagement with STEM subjects.

Citation
Format

Ortiz, A. M., & Gomez, G., & Rodriguez, P. R. A. (2025, March), Summer Pre-Engineering Program Builds Student Confidence and Motivates Interest in STEM Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55079

TY - CPAPER
AB - Examining changes in confidence, identity, and attitudes toward science, technology, engineering, and mathematics (STEM) careers among Latina/o middle and high school students who are at-risk and low-income is essential for promoting equitable educational opportunities. Conducting thorough data collection from community-based STEM programs helps us understand these changes and can guide targeted interventions that empower students in their academic journeys.

This quantitative study investigates the effects of an intensive summer pre-engineering program tailored for middle and high school students in a large urban center in San Antonio, Texas. The Manuel P. Berriozabal Prefreshman Engineering Program (PREP) summer program primarily serves students from low-income communities. PREP is predicated on a comprehensive model integrating academic development, career exploration, cultural understanding, and active learning within the STEM (Science, Technology, Engineering, and Mathematics) disciplines. This research is based on the self-reported feedback of over 300 student participants from one summer season of PREP, aged 11 to 17 years, and enrolled in grades 7 through 12 from multiple surrounding local school districts.

We aim to address two primary research questions: 1) To what extent do students report changes in their confidence and identity as aspiring STEM professionals? and 2) To what extent do students report changes in their attitudes regarding learning STEM content? The sample included approximately 12.3% White non-Hispanic students, 38.4% from other racial/ethnic backgrounds, and 49.3% Hispanic students. Preliminary analyses were conducted evaluating pre- and post-program survey data. Initial findings indicate that participation in the program significantly bolstered students&#39; confidence in their academic competencies, fostered a preference for collaborative learning environments, and enhanced their attitudes toward STEM content, particularly regarding mathematical skills. These results suggest that immersive STEM experiences, such as the multi-week summer PREP program, can positively influence students&#39; self-efficacy and engagement with STEM subjects.
AU - Araceli Martinez Ortiz
AU - Gabriela Gomez
AU - Patricia Rodriguez Ann Rodriguez
CY - Arlington, TX, Texas
DA - 2025/03/09
PB - ASEE Conferences
TI - Summer Pre-Engineering Program Builds Student Confidence
and Motivates Interest in STEM

UR - https://peer.asee.org/55079
DO - 10.18260/1-2--55079
ER -