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The Effects of Prior Informal Science and Math Experiences on Undergraduate STEM Identity

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Title: The Effects of Prior Informal Science and Math Experiences on Undergraduate STEM Identity
Language: English
Authors: Goff, Eric E. (ORCID 0000-0002-5427-4782), Mulvey, Kelly Lynn, Irvin, Matthew J., Hartstone-Rose, Adam
Source: Research in Science & Technological Education. 2020 38(3):272-288.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1647131
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, STEM Education, Informal Education, Correlation, Science Education, Mathematics Education, Academic Aspiration, Competence, Student Interests, College Science, Student Participation, Self Concept
DOI: 10.1080/02635143.2019.1627307
ISSN: 0263-5143
Abstract: Background: Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people's academic aspirations, interest and competence in science and math domains. Purpose: We examine the relationship between previous involvement in programs in informal science and math environments (ISMEs) and academic aspirations, competence and self-reported interest/engagement in science and math domains for college-aged young adults. Sample: Participants included students (N = 750) at a major university in the southeast United States who were enrolled in an introductory biology course. The course was taught across five sections with separate instructors with similar training and teaching style and was populated by a majority of first year students majoring in STEM fields. Design and Methods: Participants were asked to complete a survey during the first week of the semester to assess their participation in ISME programs during their pre-college years and to measure their academic aspirations, and expectations as well as their science and math perceived competence, interest and engagement. Results: Young people who report participation in ISME programs prior to college report higher academic aspirations, feel more competent in science and math domains, and report increased interest and a greater engagement with science and math topics. Conclusions: Outcomes posit the importance of participation in ISME programs as a possible means of promoting prolonged interest and involvement in the fields of science and math into students' early university careers.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1264788
Database: ERIC
FullText Text:
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  Data: The Effects of Prior Informal Science and Math Experiences on Undergraduate STEM Identity
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  Data: <searchLink fieldCode="AR" term="%22Goff%2C+Eric+E%2E%22">Goff, Eric E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5427-4782">0000-0002-5427-4782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mulvey%2C+Kelly+Lynn%22">Mulvey, Kelly Lynn</searchLink><br /><searchLink fieldCode="AR" term="%22Irvin%2C+Matthew+J%2E%22">Irvin, Matthew J.</searchLink><br /><searchLink fieldCode="AR" term="%22Hartstone-Rose%2C+Adam%22">Hartstone-Rose, Adam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2020 38(3):272-288.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: 10.1080/02635143.2019.1627307
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  Data: 0263-5143
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people's academic aspirations, interest and competence in science and math domains. Purpose: We examine the relationship between previous involvement in programs in informal science and math environments (ISMEs) and academic aspirations, competence and self-reported interest/engagement in science and math domains for college-aged young adults. Sample: Participants included students (N = 750) at a major university in the southeast United States who were enrolled in an introductory biology course. The course was taught across five sections with separate instructors with similar training and teaching style and was populated by a majority of first year students majoring in STEM fields. Design and Methods: Participants were asked to complete a survey during the first week of the semester to assess their participation in ISME programs during their pre-college years and to measure their academic aspirations, and expectations as well as their science and math perceived competence, interest and engagement. Results: Young people who report participation in ISME programs prior to college report higher academic aspirations, feel more competent in science and math domains, and report increased interest and a greater engagement with science and math topics. Conclusions: Outcomes posit the importance of participation in ISME programs as a possible means of promoting prolonged interest and involvement in the fields of science and math into students' early university careers.
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        Value: 10.1080/02635143.2019.1627307
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      – Text: English
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        PageCount: 17
        StartPage: 272
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Informal Education
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      – SubjectFull: Correlation
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Academic Aspiration
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      – SubjectFull: Competence
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      – SubjectFull: Student Interests
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      – SubjectFull: Student Participation
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      – SubjectFull: Self Concept
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