Abstract
This article addresses economically disadvantaged minority girls' knowledge and perceptions of science and engineering and the influence of their experiences with science, technology, engineering, and mathematics (STEM) on their choices for future careers. We interviewed three girls who participated in a 4-H–led gender-inclusive STEM program. Our findings suggest that the girls lacked opportunities to learn STEM in out-of-school settings and that they had very limited knowledge about STEM professions. They did not associate their job aspirations as being related to STEM, even though they were. To better prepare such girls to engage in STEM, educators need to provide long-term interventions that are supported by both out-of-school programs and families.
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