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Abstract
A university geology department partnered with a STEM-focused high school to introduce project-based learning-centered geoscience content at the ninth-grade level. We hypothesized that these students, already interested in science, would be a natural recruitment pool into geoscience. Because they are enrolled by lottery, their demographics match those of the community, potentially enhancing the recruitment of underrepresented minorities. We administered a survey of students’ attitudes and experiences before and after a semester of geoscience content intervention. We found that two barriers often cited as hindrances to recruitment in geosciences—family/friend opinions and interest in outdoor activity—were not an issue for our students. Students also reported previous exposure to both geoscience and environmental science content, which is significant because they cited interests developed before high school as key influences on college major choice. Although many had not decided on a major, they appear disinclined to view geology as a possibility. Despite their interest in geoscience and “environmentally friendly” careers, fewer students reported a desire to learn more about geoscience after the course than before, and they tended to consider geology as a low-prestige, relatively low-paying career option, perhaps suggesting a failure of the curriculum intervention as a means of recruitment. Our findings also suggest that primary and middle school exposure to geoscience may not adequately convey career possibilities to students. As more geoscience content is integrated at lower grade levels through the Next Generation Science Standards, we should examine how this material is being taught, particularly in promotion of environmental stewardship.
Acknowledgements
Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the U.S. Government. We thank the ninth-grade students who inspired us to think more deeply about the barriers to geoscience major recruitment, and all the faculty and staff who facilitated our relationship with this group of young people. We also thank the student researchers from the UK Evaluation Center for their help in crafting and administering surveys. Surveys were approved by the University of Kentucky’s non-medical institutional review board for human subjects. Finally, we thank the JGE editorial staff, including editor-in-chief Anne Egger, research editor Alison Stokes, and an associate editor, as well as reviewer Thomas Hoisch and a second anonymous reviewer for their comments and suggestions, which greatly improved this article.
