It is well-documented that there are large gaps in STEM achievement and degree attainment among women and racially minoritized groups (hereafter referred to as PEERs, People Excluded due to Ethnicity or Race). While there are a multitude of hypothesized reasons for these gaps, there remains a clear need for research exploring resources and programs to foster substantially increased representation of women and PEERs in STEM. Educational interventions in the form of out-of-school programs such as summer camps have shown promising gains in affective STEM outcomes in girls and PEERs. This paper builds upon this literature to describe a research study taking place during a one-week summer camp at a mid-sized university designed to increase STEM identity, self-efficacy, and sense of belonging among women and PEERs, with the goal of yielding an increased likelihood of pursuing STEM careers.
Sparks, Rachel A.; Lewis, Will; Waring, Ashley L.; and High, Allie, "Engaging Underrepresented Adolescents in Reimagined Learning of Integrated STEM" (2023). MWAIS 2023 Proceedings. 7.