Teaching STEM after school: Correlates of instructional comfort

Benjamin Cohen

The Journal of Educational Research, 2018, vol. 111, issue 2, 246-255

Abstract: Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K–12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for STEM lessons and then explores the comfort level that staff have teaching STEM. About 20% or more of staff are not comfortable teaching STEM, depending on the subject. Multivariate analyses (Mann-Whitney tests) also show that staff with fewer STEM credentials, and who work in less-networked programs, or programs with less STEM instruction overall, are more likely to express discomfort teaching STEM. Policy and planning implications are discussed.

Date: 2018
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DOI: 10.1080/00220671.2016.1253537

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