STEMing together: a comparison of co-ed and all-female informal learning environments

Purpose Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students ( n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp. Design/methodology/approach To examine potential differences, we conducted independent sample t -tests. Findings Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps. Originality/value Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.