Moving From Passion to Purpose: A STEM-Focused After-school Program’s Influence on Purpose Outcomes

Abstract

Despite efforts to increase diversity in STEM fields, marginalized populations—particularly women and Black and Latinx workers—remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students ( N = 13, 30.8% self-identified female) and their program instructors ( N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programing.