‘I Actually Contributed to Their Research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners

Abstract

This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.

Keywords:

• Belonging
• Case study
• Identity
• Laboratory work
• Nature of science
• Research apprenticeship

Acknowledgement

This work was supported by a grant from the Old Dominion University Office of Research Summer Experience Enhancing Collaborative Research (SEECR) program. We also wish to acknowledge Mitsue Blythe for her valuable assistance in the data collection for this study. In addition, we would like to thank all program staff, mentors, students, and school district personnel who made this research possible.

Disclosure statement

No potential conflict of interest was reported by the authors.