The Role of an Afterschool Science Mentoring Program in Underrepresented Youth’s Perceptions of Science
Location
SU-216
Department
Psychology
Abstract
Because perceptions toward science in middle school youth are not firmly established and tend to decline during adolescence, intervening at this age is important. Previous studies have shown that students’ career expectations by the time they leave 8th grade are significant predictors of graduating college with a science degree. The aims of this study were to examine whether and how youths' perceptions of science change as they participate in an after-school science mentoring program. This qualitative study consisted of 40 racially diverse youth (mostly African American and Latino/Hispanic) in grades 4th to 8th at two Boys and Girls Clubs in an urban area. Youth were qualitatively interviewed at the start and end of the program year. Thematic analysis of interview transcripts were conducted and revealed that youth generally had positive perceptions of science at the beginning of the program year, with many stating science was a source of recreation and an opportunity for self-improvement (e.g., improved intelligence and empowerment). Participants had similar perceptions of science at the end of the program year and two additional themes emerged: change in science interest and increased confidence. Youth also acknowledged differences between their perception of science at school versus in their after-school program. These findings suggest the importance of programs to cater to youths’ experiences and developmental needs instead of purely focusing on academic improvement. This may encourage more underrepresented children and adolescents to pursue science and may increase the number of individuals from racial/ethnic groups underrepresented in the sciences.
Faculty Sponsor
Bernadette Sanchez
The Role of an Afterschool Science Mentoring Program in Underrepresented Youth’s Perceptions of Science
SU-216
Because perceptions toward science in middle school youth are not firmly established and tend to decline during adolescence, intervening at this age is important. Previous studies have shown that students’ career expectations by the time they leave 8th grade are significant predictors of graduating college with a science degree. The aims of this study were to examine whether and how youths' perceptions of science change as they participate in an after-school science mentoring program. This qualitative study consisted of 40 racially diverse youth (mostly African American and Latino/Hispanic) in grades 4th to 8th at two Boys and Girls Clubs in an urban area. Youth were qualitatively interviewed at the start and end of the program year. Thematic analysis of interview transcripts were conducted and revealed that youth generally had positive perceptions of science at the beginning of the program year, with many stating science was a source of recreation and an opportunity for self-improvement (e.g., improved intelligence and empowerment). Participants had similar perceptions of science at the end of the program year and two additional themes emerged: change in science interest and increased confidence. Youth also acknowledged differences between their perception of science at school versus in their after-school program. These findings suggest the importance of programs to cater to youths’ experiences and developmental needs instead of purely focusing on academic improvement. This may encourage more underrepresented children and adolescents to pursue science and may increase the number of individuals from racial/ethnic groups underrepresented in the sciences.