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Abstract This article reports findings from a study of an integrated science, technology, engineering, and mathematics (STEM) education program on student interest and awareness in science and engineering. The analysis features grade 3–5 students from a high‐poverty, urban school system in the Mid‐Atlantic region. Through the quantitative analysis of closed ended survey responses and the qualitative analysis of an open‐ended query, we describe how the adoption of an intensive STEM‐focused partnership could influence students’ early interest in and awareness of science and engineering as disciplines and careers. The analysis of the student responses revealed that after 1 year of the project, the students enrolled in the program demonstrated developing interest in science and engineering and were better able to articulate a greater understanding of engineering as a discipline. These findings have implications for the effectiveness of an integrated STEM approach for upper elementary students participating and succeeding in the STEM fields.
Parker et al. (Wed,) studied this question.
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