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Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging.

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Title: Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging.
Authors: Zhao, Mengya1 m.zhao@exeter.ac.uk, Mathews, Channing J.2, Mulvey, Kelly Lynn2, Hartstone-Rose, Adam2, McGuire, Luke1, Hoffman, Adam J.3, Winterbottom, Mark4, Joy, Angelina2, Law, Fidelia1, Balkwill, Frances5, Burns, Karen P.6, Butler, Laurence7, Drews, Marc8, Fields, Grace9, Smith, Hannah10, Rutland, Adam1
Source: Journal of Youth & Adolescence. Feb2023, Vol. 52 Issue 2, p331-343. 13p. 1 Diagram, 1 Chart.
Subject Terms: *Vocational guidance, *Attitude (Psychology), *Cultural pluralism, *Group identity, *Pre-tests & post-tests, *Psychology of high school students, *Student attitudes, *Longitudinal method, *Adolescence, Race, Sex distribution, Engineering, Mathematics, Descriptive statistics, Research funding, Path analysis (Statistics), Ethnic groups, Technology, Science, Social integration
Geographic Terms: United States, United Kingdom
Abstract: Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Youth+%26+Adolescence%22">Journal of Youth & Adolescence</searchLink>. Feb2023, Vol. 52 Issue 2, p331-343. 13p. 1 Diagram, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+distribution%22">Sex distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Path+analysis+%28Statistics%29%22">Path analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+groups%22">Ethnic groups</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Science%22">Science</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10964-022-01694-2
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 331
    Subjects:
      – SubjectFull: Vocational guidance
        Type: general
      – SubjectFull: Attitude (Psychology)
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      – SubjectFull: Cultural pluralism
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      – SubjectFull: Group identity
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Psychology of high school students
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      – SubjectFull: Student attitudes
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Adolescence
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      – SubjectFull: Race
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      – SubjectFull: Sex distribution
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      – SubjectFull: Engineering
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      – SubjectFull: Mathematics
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Research funding
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      – SubjectFull: United Kingdom
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