Black Love: a conceptual framework for Black youth within a community-based informal STEM program

Black fathers and daughters are the least explored relationship within parent-child and STEM research. This article serves as an examination of the literature around their relationships and STEM learning and as a call to action. Intersectionality, as an analytic lens, examines Black fathers’ familial and STEM relationships over time and Black women’s and girls’ (BWG’s) interest and competence in STEM, as well as how systemic factors of gendered racism, classism, and oppression impacted BWG’s aspirations in STEM, computing, and mathematics fields. Data yielded 29 publications addressing Black fathers and daughters in STEM, their relationships, and BWG’s interest and competence in STEM, computing, and mathematics learning. Findings reveal that Black fathers’ roles in their daughter’s STEM lives helps develop positive representations of themselves and their cultural backgrounds. This acknowledgement produces a new level of understanding of Black fathers and girls’ engagement in informal and formal STEM learning environments.

In recent decades, educators and policymakers in the United States have increased their focus on Science, Technology, Engineering, and Mathematics (STEM) learning opportunities both in school and in informal learning environments outside of school. Informal STEM learning can take place in varied settings and involves a variety of STEM domains (e.g., engaging in engineering practices in a construction exhibit at a museum; talking about math during book reading at home). Here we provide a selective review of the literature on informal STEM learning to illustrate how these educational experiences are crucial for efforts to increase early STEM learning even before children reach school age. Leveraging cognitive and learning science research to inform policy, we make three recommendations to advance the impact of informal STEM learning: 1) integrate cognitive and learning science–based learning practices into informal learning contexts, 2) increase accessibility and diversity of informal STEM experiences, and 3) create explicit connections and coherence between formal and informal STEM learning opportunities in early childhood education.

BackgroundFormal and informal STEM learning settings are often assumed to interconnect, as conveyed by the widely used metaphor of the STEM learning ‘ecosystem’. While this metaphor usefully conveys the sense of a complex system that comprised interconnected, differentiated parts, it has been critiqued for struggling to engage with power relations and remains more of an aspiration/ ideal, rather than depicting the reality of current STEM learning systems.ResultsThis paper critically reflects on how we might think about and conceptualise the relationships between the myriad of offers that comprise formal and informal STEM learning provision, with the aim of supporting more equitable and inclusive policy and practice. We employ a Bourdieusian conceptual lens, arguing that relationships between formal and informal learning organisations might be more productively theorised as a ‘market’. To explore the purchase of these metaphors, we draw on qualitative data from an international research–practice partnership project conducted between university researchers, practitioners and youth from six makerspaces in five countries. Specifically, we focus on data collected via 230 interviews with 100 + young people, 28 practitioners and a small number of parents, plus 23 youth group discussions/workshops and 62 observations of practice. Analysis identifies four main types of relationship between schools and makerspaces (termed ‘recruitment’, ‘outreach’, ‘hosted visits’ and ‘full-circle’ relationships). Practitioners simultaneously valued maintaining a distance and separation between formal and informal settings (reflecting the distinct value afforded by makerspaces) and called for new and different relationships with schools. Analysis explores the affordances and limitations of both the ecosystem and market metaphors for understanding these relationships between formal and informal STEM learning settings.ConclusionWe argue that the market metaphor augments the ecosystem metaphor by offering a more critical understanding and engagement with equity issues and power relations pertaining to STEM learning systems and hence has greater potential to support and inform equity-orientated policy and practice across both formal and informal sectors.

This study explored STEM program quality prior to and during the COVID-19 pandemic, including differences based on learning setting. Program quality data was drawn from a national database consisting of 1259 program quality observations conducted between 2013 and 2021. Using the Dimensions of Success (DoS), an observation tool focused on informal STEM learning program quality, we analyzed 12 dimensions of quality obtained from 1212 observations gathered prior to the COVID-19 pandemic, a subsample of the national dataset (n = 616) including only states who submitted DoS observations before and during the pandemic, and 47 observations gathered throughout the pandemic. National trends in program strengths and challenges were replicated in the pandemic sample. Compared to observations conducted prior to the pandemic, the pandemic sample demonstrated significantly weaker evidence of quality in the dimension of Engagement with STEM, which considers the extent to which activities promote physical and cognitive learning. Findings revealed no significant differences across the 12 dimensions between in-person and virtual observations conducted during the pandemic. Common frameworks to support evidence-based planning relevant to dimensions that are challenging in the context of the pandemic are key to promoting high-quality teaching and learning practices that contribute to equitable, positive youth outcomes in STEM.

Informal STEM learning

BackgroundInformal learning experiences in science, technology, engineering, and math (STEM) can enhance STEM learning that occurs in formal educational settings and curricula as well as generate enthusiasm for considering STEM careers. The aim of this systematic review is to focus on the experiences of neurodiverse students in informal STEM learning. Neurodiversity is a subgroup of neurodevelopmental conditions, such as autism, attention deficit disorder, dyslexia, dyspraxia, and other neurological conditions. The neurodiversity movement regards these conditions as natural forms of human variation, as opposed to dysfunction, and recognizes that neurodiverse individuals possess many strengths relevant to STEM fields.MethodsThe authors will systematically search electronic databases for relevant research and evaluation articles addressing informal STEM learning for K-12 children and youth with neurodiverse conditions. Seven databases and content-relevant websites (e.g., informalscience.org) will be searched using a predetermined search strategy and retrieved articles will be screened by two members of the research team. Data synthesis will include meta-synthesis techniques, depending on the designs of the studies.DiscussionThe synthesis of the findings resulting from various research and evaluation designs, across the K-12 age span, and across various informal STEM learning contexts, will lead to depth and breadth of understanding of ways to improve informal STEM learning programs for neurodiverse children and youth. The identification of informal STEM learning program components and contexts shown to yield positive results will provide specific recommendations for improving inclusiveness, accessibility, and STEM learning for neurodiverse children and youth.Trial registrationThe current study has been registered in PROSPERO. Registration number: CRD42021278618.

BackgroundInformal learning environments increase students’ interest in STEM (e.g., Mohr‐Schroeder et al. School Sci Math 114: 291–301, 2014) and increase the chances a student will pursue a STEM career (Kitchen et al. Sci Educ 102: 529–547, 2018). The purpose of this study was to examine the impact of an informal STEM summer learning experience on student participants, to gain in-depth perspectives about how they felt this experience prepared them for their in-school mathematics and science classes as well as how it influenced their perception of STEM learning. Students’ attitudes and perceptions toward STEM are affected by their motivation, experience, and self-efficacy (Brown et al. J STEM Educ Innov Res 17: 27, 2016). The academic and social experiences students’ have are also important. Traditionally, formal learning is taught in a solitary form (Martin Science Education 88: S71–S82, 2004), while, informal learning is brimming with chances to connect and intermingle with peers (Denson et al. J STEM Educ: Innovations and Research 16: 11, 2015).ResultsWe used a naturalistic inquiry, phenomenological approach to examine students’ perceptions of STEM while participating in a summer informal learning experience. Data came from students at the summer informal STEM learning experiences at three diverse institutions across the USA. Data were collected from reflection forms and interviews which were designed to explore students’ “lived experiences” (Van Manen 1990, p. 9) and how those experiences influenced their STEM learning. As we used a situative lens to examine the research question of how participation in an informal learning environment influences students’ perceptions of STEM learning, three prominent themes emerged from the data. The informal learning environment (a) provided context and purpose to formal learning, (b) provided students opportunity and access, and (c) extended STEM content learning and student engagement.ConclusionsBy using authentic STEM workplaces, the STEM summer learning experience fostered a learning environment that extended and deepened STEM content learning while providing opportunity and access to content, settings, and materials that most middle level students otherwise would not have access to. Students also acknowledged the access they received to hands-on activities in authentic STEM settings and the opportunities they received to interact with STEM professionals were important components of the summer informal learning experience.

Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.

Informal learning has the potential to play an important role in helping children develop a life-long interest in STEM (Science, Technology, Engineering, and Mathematics). The goal of this review is to synthesize the evidence regarding the features of effective informal learning, provide effective ways to support learning within these contexts, and illustrate that cooking is an optimal opportunity for informal STEM learning. We review evidence demonstrating that the most effective informal learning activities are authentic, social and collaborative experiences that tap into culturally-relevant practices and knowledge, although there are limitations to each. We propose that cooking provides a context for authentic, culturally-relevant learning opportunities and includes natural supports for learning and engagement. Specifically, cooking provides many opportunities to apply STEM content (e.g., measuring and chemical reactions) to an existing foundation of knowledge about food. Cooking is also a family-based learning opportunity that exists across cultures, allows for in-home mentoring, and requires no specialized materials (beyond those available in most homes). It may help overcome some limitations in informal STEM learning, namely scalability. Finally, cooking provides immediate, tangible (and edible) results, promoting interest and supporting long-term engagement.

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community‐based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners—from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.

The current study aims to analyze trends in studies related to challenges of STEM-based learning, analyzing the challenges of STEM education, describing solution approaches to overcome challenges in STEM education, and describing effective STEM pedagogy. To achieve the goals of this study, a literature review related to STEM education and learning was conducted, specifically by performing a bibliometric analysis. The bibliometric analysis is related to a coherent literature review with the theme of "Challenges of STEM-based Learning," analyzed from SCOPUS databases. The results of the study show that to date the existing study trends have addressed a number of challenges related to STEM education, especially those related to STEM pedagogy. The current study proposes a number of approaches to address challenges in STEM education, the focus is on how effective STEM education can be implemented in learning routines. Finally, it was concluded that some effective pedagogical aspects in STEM education and learning include: creating an innovative learning environment that encourages inquiry, experimentation, and critical thinking; utilizing various authentic learning methods and relevant learning resources; facilitating a collaborative learning environment; creating an inclusive learning environment; and reflecting and improving teaching practices.

Black women represent the greatest underrepresentation in STEM fields, particularly the technology sector. According to a 2015 article in The Verge , Black women make up between 0% and 7% of the staff at the eight largest technology firms in the United States. This points to a glaring problem in terms of equity and inclusivity in the technology sector. Similar to their underrepresentation in the STEM sector, Black women's underrepresentation in the tech sector is related to pervasive and persistent prejudice and biased policies that endure in the United States, which have limited—and continue to limit—their access to quality education and spaces where Black women's cultural capital (i.e., ways of being) is acknowledged and appreciated. For most people, including Black women, social networks often make available opportunities and pathways toward realizing the roles they can play in the world or a particular industry. These webs of relationships and the embedded quality in them can be defined as an individual's social capital and be applied to any industry, including STEM and technology fields. In a practical sense, social capital allows an individual to leverage relationships for resources (e.g., information about internships and jobs or encouragement to persist through a difficult college course). In turn, these resources can contribute to economic opportunities (i.e., jobs) or social opportunities, such as relationships with gatekeepers who work in STEM fields that may lead to opportunities like jobs, projects, or financial backing. Research suggests that the social networks of Black young women rarely overlap with the networks of predominantly White and Asian males, who are overrepresented in the technology field. This weakens Black women's awareness of opportunities and training, and undermines their motivation to persist in the STEM sector. As a result of this increasing understanding of the role of social capital in career development, K–12 and higher education programs that are focused on equity in STEM fields have increasingly turned to the concept of social capital to address the traditional underrepresentation of certain groups, particularly Blacks, Latinos, and women in STEM fields. The following research investigates the experiences of Black girls who attended a program, Google's Code Next, designed to engage Black and Latinx youth in computer science. We argue that it is crucial for computer science programs not just to teach hard coding skills but also to build on young Black women's social capital to accommodate the young women in creating and expanding their tech social capital, enabling them to successfully navigate STEM and technology education and career pathways. Specifically, this article explores a subprogram of Code Next and how it has contributed to young Black women's persistence in STEM, and particularly in technology. The findings suggest that the young women employed an expanded sense of social capital in addition to an expanded cultural capital (i.e., language, skills, ways of being) and worldview (i.e., sense of belonging and self-efficacy) to make sense of their possible selves in the world of technology.

Student motivation in STEM: factors related to and measurement of STEM motivation

It's well‐known that informal STEM learning is a critical component of STEM education. However, there is not a comprehensive directory, at the state or national level, listing informal STEM programs offered in the US. This makes it difficult to assess the national landscape of informal STEM programs. Theconnectory.org is by far the most comprehensive listing that aims to connect learners and volunteers to informal STEM learning opportunities. In this poster, we present the results from a data analytics project using the informal STEM program information collected through theconnectory.org API to sketch a preliminary picture of what kind of programs are offered and what audiences are targeted. Theconnectory.org has the potential to become a primary resource for STEM learners, educators, and policymakers. There are ways the ASIST community (faculty and students) can help enrich this resource.

This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.