Do Community-Based Learning Experiences in STEM Encourage Students From Historically Underrepresented Backgrounds to Pursue STEM? A Mixed-Methods Systematic Review.
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| Title: | Do Community-Based Learning Experiences in STEM Encourage Students From Historically Underrepresented Backgrounds to Pursue STEM? A Mixed-Methods Systematic Review. |
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| Authors: | Akman, Jesse1 (AUTHOR) jakman2@elon.edu, Bitting, Kelsey S.2 (AUTHOR), Merricks, Jessica A.3 (AUTHOR) |
| Source: | Journal of Experiential Education. Sep2026, Vol. 49 Issue 3, p583-615. 33p. |
| Subject Terms: | *Experiential learning, *First-generation college students, *Place-based education, *Educational outcomes, *Evidence synthesis, *STEM education, *Educational equalization |
| Abstract: | Background: STEM disciplines run a deficit of majors needed for national workforce needs, and students of color, first-generation college students, and women are systemically underrepresented. This deficit is often attributed to entrenched instructor-centered teaching approaches and noninclusive classroom environments, suggesting the need to explore the impact of alternative STEM pedagogies, including varieties of experiential learning, on these outcomes. Community-based learning, in which students help communities solve real-world problems, may be particularly valuable for these populations' cultural and personal values. Purpose : We apply Astin's Input-Environment-Output model to a systematic review of the literature to investigate the impact of CBL in STEM interventions on historically underrepresented populations' STEM major, minor, or career intent and their STEM-affiliated self-beliefs. Method : Following PRISMA reporting guidelines and JBI methodologies, we identified nine studies published between 1999 and 2024 and analyzed them for themes and strength of evidence. Findings : Only two compared the effect of CBL to that of other pedagogies, two compared outcomes across racial or ethnic groups, two compared outcomes for first versus continuing generation college students, and four compared outcomes across genders. Implications : Future studies should compare student outputs across demographic groups that are well-represented versus underrepresented in STEM (inputs) for CBL interventions compared to other STEM pedagogies (environments). [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Experiential Education is the property of Sage Publications Inc. 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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195471588 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Community-Based Learning Experiences in STEM Encourage Students From Historically Underrepresented Backgrounds to Pursue STEM? A Mixed-Methods Systematic Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Akman%2C+Jesse%22">Akman, Jesse</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jakman2@elon.edu</i><br /><searchLink fieldCode="AR" term="%22Bitting%2C+Kelsey+S%2E%22">Bitting, Kelsey S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Merricks%2C+Jessica+A%2E%22">Merricks, Jessica A.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Experiential+Education%22">Journal of Experiential Education</searchLink>. Sep2026, Vol. 49 Issue 3, p583-615. 33p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Place-based+education%22">Place-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: STEM disciplines run a deficit of majors needed for national workforce needs, and students of color, first-generation college students, and women are systemically underrepresented. This deficit is often attributed to entrenched instructor-centered teaching approaches and noninclusive classroom environments, suggesting the need to explore the impact of alternative STEM pedagogies, including varieties of experiential learning, on these outcomes. Community-based learning, in which students help communities solve real-world problems, may be particularly valuable for these populations' cultural and personal values. Purpose : We apply Astin's Input-Environment-Output model to a systematic review of the literature to investigate the impact of CBL in STEM interventions on historically underrepresented populations' STEM major, minor, or career intent and their STEM-affiliated self-beliefs. Method : Following PRISMA reporting guidelines and JBI methodologies, we identified nine studies published between 1999 and 2024 and analyzed them for themes and strength of evidence. Findings : Only two compared the effect of CBL to that of other pedagogies, two compared outcomes across racial or ethnic groups, two compared outcomes for first versus continuing generation college students, and four compared outcomes across genders. Implications : Future studies should compare student outputs across demographic groups that are well-represented versus underrepresented in STEM (inputs) for CBL interventions compared to other STEM pedagogies (environments). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Experiential Education is the property of Sage Publications Inc. 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195471588 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/10538259261421544 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 583 Subjects: – SubjectFull: Experiential learning Type: general – SubjectFull: First-generation college students Type: general – SubjectFull: Place-based education Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Evidence synthesis Type: general – SubjectFull: STEM education Type: general – SubjectFull: Educational equalization Type: general Titles: – TitleFull: Do Community-Based Learning Experiences in STEM Encourage Students From Historically Underrepresented Backgrounds to Pursue STEM? A Mixed-Methods Systematic Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Akman, Jesse – PersonEntity: Name: NameFull: Bitting, Kelsey S. – PersonEntity: Name: NameFull: Merricks, Jessica A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10538259 Numbering: – Type: volume Value: 49 – Type: issue Value: 3 Titles: – TitleFull: Journal of Experiential Education Type: main |
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