Fostering Black and Latinx student STEM efficacy, interests, and identity: A participatory study of STEM programming and practices at one community-based organization

黑人和拉丁裔在STEM劳动力中的代表性不足。本项目考察了文化背景下以社区为基础的青年发展项目的课程和实践如何培养和支持黑人和拉丁裔男孩和女孩参与STEM。通常，支持STEM和传统上代表性不足的青年的校外活动的研究都是在新创建的学习环境中进行的。然而，这个项目去了年轻人已经在的地方，市中心拳击馆。建立关于将艺术纳入基于性别的STEM研究的知识和理解，可能会对未来的OST研究和编程产生影响。该项目将探索校外学习空间如何扩大黑人和拉丁裔青年对STEM学习机会的参与。这个项目的参与者是170-250名年龄在8-18岁之间的年轻人，他们在密歇根州底特律的市中心拳击馆工作。本项目采用混合方法收集和分析调查数据、访谈数据和视频数据，采用主题分析和互动分析。该项目的目标是：(1)研究青少年如何在非正式环境中学习STEM；(2)推进非正式STEM学习的知识基础；(3)利用学生和从业者驱动的方法，增加归属感，扩大参与，并支持学习者参与和理解STEM实践。在学年期间，该计划每天提供两次，每周五天，每次一小时，在夏季每周提供五天，每天提供四小时。该项目课程由教职员工和学生共同创建，可能包括以下主题和活动：3D建模、视频游戏编码、野生动物环境分析、化学、人工智能/面部扫描和机器人编程/构建。这一整合研究与实践的第4类项目由推进非正式STEM学习（AISL）计划资助，该计划支持以下项目：(a)促进研究和实践，考虑非正式STEM学习在STEM公平和归属方面的作用；(b)促进个人和教育在STEM方面的成功；(c)促进公众参与科学发现；(d)培养对STEM职业的兴趣；(e)为有效的非正式STEM学习创造和加强理论和经验基础；(f)改善社区活力；及/或(g)加强科学传播和公众对STEM和STEM过程的参与和理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Black and Latinx people are underrepresented in the STEM workforce. This project examines how curricula and practices in a culturally situated, community-based youth development program nurture and support the STEM engagement of Black and Latinx boys and girls. Often research supporting out-of-school-time (OST) activities in STEM and traditionally underrepresented youth takes place in newly created learning environments. However, this program goes to where the youth are already, the Downtown Boxing Gym. Building knowledge and understandings on the inclusion of arts into gender-based STEM research could have implications for the future of OST research and programming. The project will explore how out of school learning spaces can broaden participation of Black and Latinx youth in STEM focused learning opportunities. Participants in this project are 170-250 youth, ages 8-18, who are involved in the Downtown Boxing Gym in Detroit, Michigan.This project utilizes a mixed methods approach to collecting and analyzing survey data, interview data, and video data using thematic and interaction analyses. The goals of the project are to: (1) examine how youth learn STEM in informal environments; (2) advance the knowledge base of informal STEM learning, and (3) increase belongingness, broaden participation, and support learners' participation in and understanding of STEM practices utilizing a student- and practitioner- driven approach. During the school year, the program is offered twice a day, five days each week, for one hour, and during the summer five days a week, four hours a day. The program curriculum is collaboratively created by staff and students and may include topics and activities such as: 3D modeling, video game coding, environmental analysis of wildlife, chemistry, artificial intelligence/facial scanning, and robotics programing/construction.This Type 4, Integrating Research and Practice, project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.