Science and representation: examining the role of supplementary STEM education in elementary school student science identity

Abstract

AbstractThe last several years has seen numerous initiatives rise to increase representation of under-represented minority groups (URMs) in Science Technology Engineering and Mathematics (STEM) professions. Yet despite these efforts, disparities between students educated in the sciences and professionals in these fields persist. One significant contributor to these disparities is a lack of funding and support for science educational resources, particularly in low-income communities and school districts. The following paper evaluates the efficacy of an elementary school STEM educational program, known as the Young Scientists Program (YSP), which serves over 1400 elementary school students in seven Title I schools within the Los Angeles Unified School District (LAUSD). The specific aim of this project was to determine whether targeting a younger student population is more effective at promoting a greater sense of self-efficacy within science, ultimately encouraging students to see themselves as potential future scientists regardless of their socioeconomic status and cultural background. Students who participated in the program completed a pre- and post-program “Draw A Scientist Test” (DAST) and general Science Interest Survey. Statistical analysis of the quantitative data from these instruments showed a significant increase in the number of students who drew scientists that represented themselves and/or members of their community, and more positive attitudes toward STEM after participating in the YSP. These findings provide a model for continued program evaluation and comparison of previous years’ data for the YSP, as well as for evaluation of similar elementary school science programs.