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

Claudia McLaughlin Ludwig (), Rebecca A. Howsmon, Shelley Stromholt, Jacob J. Valenzuela, Rachel Calder and Nitin S. Baliga ()
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Claudia McLaughlin Ludwig: Institute for Systems Biology
Rebecca A. Howsmon: Institute for Systems Biology
Shelley Stromholt: Aspect Research + Evaluation
Jacob J. Valenzuela: Institute for Systems Biology
Rachel Calder: Institute for Systems Biology
Nitin S. Baliga: Institute for Systems Biology

Palgrave Communications, 2024, vol. 11, issue 1, 1-20

Abstract: 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.

Date: 2024
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DOI: 10.1057/s41599-024-02797-w

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