Abstract 1886 Breaking Barriers: Assessing Learning Gains of Female and Hispanic Participants in a Sustainability-Centered Internship Program

Previous research has shown that female and Hispanic students who are underrepresented in STEM face more educational barriers than their non-Hispanic, male peers. However, little research has been conducted on the effects of intersectional identities in the STEM space. In an effort to bridge the gap in underrepresented students' experience, the PSEG Institute for Sustainability Studies organizes a paid, interdisciplinary, team-based, experiential learning and internship program called the Green Teams that occurs during 10 weeks of the summer. The Green Teams Program strives to provide undergraduate students from all backgrounds–academically, economically, and demographically–an opportunity to develop their abilities in STEM fields and prepare them to enter the professional world. Based upon a survey given post-internship, self-reported learning gains for underrepresented students were analyzed to determine if the program had a significantly greater impact on these participants' STEM-related learning gains and their confidence in STEM disciplines. Through t-tests, a Principle Component Analysis, and a 2x2 factorial ANOVA analysis, Hispanic and female participants were found to report significantly higher learning gains than their counterparts in multiple STEM areas from "ability to integrate theory and practice" to gains in "self confidence." The results of the study suggest Hispanic students and female students could benefit from work experiences with diverse peers and strong, supportive mentoring. This research on the Green Teams program provides insight into how this approach positively impacts STEM education for traditionally underrepresented groups in STEM. This study may help to further guide program development and research on STEM education. We thank the National Science Foundation NSF HSI (Hispanic-Serving Institutions) HRD Grant No. 1953631, NSF IUSE (Improving Undergraduate STEM Education) DUE Grant No. 2013495, and the PSEGFoundation for funding.