STEMing Together: A Comparison of Co-Ed and All-Female Informal Learning Environments
Saved in:
| Title: | STEMing Together: A Comparison of Co-Ed and All-Female Informal Learning Environments |
|---|---|
| Language: | English |
| Authors: | Miriam Marie Sanders (ORCID |
| Source: | Journal of Research in Innovative Teaching & Learning. 2026 19(1):145-158. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Junior High Schools Middle Schools High Schools |
| Descriptors: | STEM Education, Informal Education, Females, Coeducation, Beliefs, Gender Differences, Secondary School Students, Camps, Self Efficacy, Vocational Interests, Summer Programs, Mathematics Achievement, Science Achievement, Middle School Students, High School Students, Student Attitudes |
| DOI: | 10.1108/JRIT-10-2023-0163 |
| ISSN: | 1947-1017 |
| Abstract: | Purpose: Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students' persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students' self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students' self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp. Design/methodology/approach: To examine potential differences, we conducted independent sample t-tests. Findings: Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps. Originality/value: Further, prior research in STEM education has focused on between sex differences in students' self-efficacy and STEM career interest. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507924 |
| Database: | ERIC |
| Abstract: | Purpose: Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students' persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students' self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students' self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp. Design/methodology/approach: To examine potential differences, we conducted independent sample t-tests. Findings: Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps. Originality/value: Further, prior research in STEM education has focused on between sex differences in students' self-efficacy and STEM career interest. |
|---|---|
| ISSN: | 1947-1017 |
| DOI: | 10.1108/JRIT-10-2023-0163 |
