Engaging the Community through Science Nights: An Elementary School Case Study.

Juliana Berry,Ramon A Gleason,Rosemary A Riggs,Kandi K Grimes,Tracie Kuenzi,Courtney J White,Maricela A Garza,Teresa M Evans,Chase W Fordtran,Jennifer Lee,Mika Sifuentes,Debborah Vann,Christine C Ziese,Jodie Gray,Shaunna R Garner

doi:10.15695/jstem/v2i1.06

Abstract

Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.

Highlights

K-12 science, technology, engineering, and math (STEM)education is essential to the future sustainability of the STEM workforce
In the sample of convenience surveys given to attendees at the Teacher Enrichment Initiatives (TEI) conference, 39% (208/528) of respondents reported that their school currently offered Science Nights
Science Nights are intentionally designed to provide a semi-formal learning environment, where parents and students can engage with science in a low-pressure, enjoyable setting, and interact with teachers and volunteers representing STEM careers

Summary

Introduction

K-12 science, technology, engineering, and math (STEM)education is essential to the future sustainability of the STEM workforce. Research suggests students who engage directly with parents in school-related activities exhibit positive attitudes and behaviors at school, which is associated with high academic achievement (Park et al, 2017; McNeal, 2014). This is especially important among populations who are historically underrepresented in STEM, such as nonwhite ethnic minorities, women, and those from low socioeconomic backgrounds (Fouad and Santana, 2017; Hernandez et al, 2016). When parents lack confidence in their own STEM-related knowledge, they exhibit a reluctance to engage with their student in school-related STEM events (Shymansky et al, 2000). Reluctance to engage with students is not always related to parent knowledge.

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Discussion

Conclusion