The effects of prior informal science and math experiences on undergraduate STEM identity

Abstract

ABSTRACT Background Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains. Purpose We examine the relationship between previous involvement in programs in informal science and math environments (ISMEs) and academic aspirations, competence and self-reported interest/engagement in science and math domains for college-aged young adults. Sample Participants included students (N = 750) at a major university in the southeast United States who were enrolled in an introductory biology course. The course was taught across five sections with separate instructors with similar training and teaching style and was populated by a majority of first year students majoring in STEM fields. Design and Methods Participants were asked to complete a survey during the first week of the semester to assess their participation in ISME programs during their pre-college years and to measure their academic aspirations, and expectations as well as their science and math perceived competence, interest and engagement. Results Young people who report participation in ISME programs prior to college report higher academic aspirations, feel more competent in science and math domains, and report increased interest and a greater engagement with science and math topics. Conclusions Outcomes posit the importance of participation in ISME programs as a possible means of promoting prolonged interest and involvement in the fields of science and math into students’ early university careers.