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Abstract Women make up a very small percentage of students pursuing and completing STEM (Science, Technology, Education, and Mathematics) degrees. Literature shows that there are many different reasons for these lower recruitment and retention rates. They include preconceived notions on the work and gender stereotypes in these fields. Further sources such as NSF and Catalyst shows that there is a lack of access to women role models and mentors, seeing those that look like them is a significant factor in both recruitment and retention. Researchers initiated a pilot program in the Fall of 2021 with the intent to investigate female and minority student's interests and to engage them in programs focused on STEM disciplines at the middle and high school levels. The program was built based on the Framework of Student Engagement with the focus on the educational interface. In a further refinement this study is dual faceted with components to: (1) instill confidence in student ability, and (2) expose students to the world of work and education through guest speakers and interaction with university faculty. Faculty researchers developed partnerships with local organizations working with girls with a focus on girls of color, in grades 6-12th. This provided the faculty (1) the ability to enhance the university's commitment to regional outreach and (2) the opportunity to introduce the technology curriculum and facilities and present it as a choice for higher education, and (3) to increase underrepresented student enrollment. Based upon partner scheduling and the academic calendar a 20 week/year program was developed. Students will attend an in-person session every other week, with take home materials the week after. The hands-on exercises are based on peer reviewed activities that are also open source. A kit was developed as part of the intervention with take home activities for students to explore and sustain their curiosity and share with the family. The first 10 weeks' intervention materials focus on Mechanical and Electrical Engineering, Physics, and Leadership through team based and project-based learning. To support the in person intervention, speakers were women of color who shared their stories with time for discussion and interaction. Validated instruments such as pre and post STEM semantics survey and student reflections were collected to measure the shifts of perception and awareness of the students throughout the program. This research provided an understanding that the students in the 6th-8th grade were more engaged than the older students in the program. The faculty also needed a better understanding of community partners' roles in participant support and engagement, e.g. attendance became an issue when the students from one organization were dependent on only one adult for transportation. Future programs will be separated into 6-8th grade and 9-12th grade and the authors will further refine the intervention and activities carried out by the invited speakers focusing on the differences of these grade levels.
Rashmi Deodeshmukh (Thu,) studied this question.