July 26, 2021
July 26, 2021
July 19, 2022
Community Engagement Division
Growth in tech industries such as, communications, robotics and transportation, have highlighted the need for drawing an increasingly diverse population of students into STEM education early in their academic careers. While many middle schools have initiatives to increase students’ awareness and preparation for STEM fields, students are nevertheless often intimidated by STEM coursework, choosing to delay or avoid courses critical for success. The proposed project assesses, using a pre-post intervention design, possible factors influencing the attitudes and perceptions of students from underrepresented groups about STEM curriculum and presents a multifaceted intervention designed to develop students’ preparation and persistence in STEM fields. The intervention includes four activities: extracurricular peer-directed, hands-on educational experiences building students’ collaborative interaction skills, technical knowledge, and curiosity about STEM; industry site visits and personal interactions with professionals working in STEM fields focused on motivating students to visualize themselves on STEM career pathways; family/mentor-focused STEM opportunities intended to broaden students’ educational and emotional support networks; and an integrated STEM-curriculum for teachers to build upon key concepts.
Muraleedharan, R., & Cassar, M. (2021, July), Understanding Self-efficacy and Persistence for STEM Education in Underrepresented Middle School Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37964
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015