Staff matter: Gender differences in science, technology, engineering or math (STEM) career interest development in adolescent youth

Figures & data

Table 1. Comparison of Hirsch et al. (2011) PARC youth development model with examples of SMA key program elements.

PARC element	Associated SMA Key Program Elements
Programs	Morning check-in Floor hours Formal public events
Activities	Sustained contact hours
Relationships	Teen-Staff relationships Relatable participants
Culture	Science Museum espirit de corps and perks

Figure 1. Science minors presenting to friends and family on “family day.”

Table 2. Alumni responses to attitude toward science items (1 = Strongly Disagree, 5 = Strongly Agree).

Prompt	Means
	Female (N = 110)	Male (N = 57)
I would enjoy visiting a science museum at the weekend.	4.60 (.66)	4.68 (.54)
I am curious about the world in which we live.	4.58 (.82)	4.84 (.37)
I like to listen to people whose opinions are different from mine.	4.38 (.76)	4.34 (.67)
A job as a scientist would be interesting.	4.24 (.84)	4.11 (.92)
I would like to work with people who make discoveries in science.	3.96 (1.11)	4.25 (.85)
Working in a science laboratory would be an interesting way to earn a living.	3.93 (1.10)	3.74 (1.23)
In science experiments, I like to use new methods which I have not used before.	3.88 (1.00)	4.11 (.82)
I would like to do science experiments at home.	3.81 (.96)	3.89 (.94)
I would like to be given a science book or a piece of scientific equipment as a present.	3.52 (1.23)	3.79 (1.22)
I get bored when watching science programs at home or on TV.	1.18 (1.10)	0.72 (.82)
I dislike reading newspaper articles about science.	1.15 (1.16)	0.70 (.94)
I would dislike becoming a scientist because it needs too much education.	0.97 (1.07)	0.84 (1.07)
A career in science would be dull and boring.	0.65 (89)	0.63 (.86)
I dislike listening to other people’s opinions.	0.51 (.79)	0.75 (1.04)
Finding out about new things is unimportant.	0.46 (1.06)	0.58 (1.28)
Composite	2.79 (1.64)	2.80 (1.73)

Table 3. Alumni responses to hybridity scale (1 = Less, 10 = More).

Prompt	Options (10-point Likert scale)	Means
		Female	Male
The Science Minors and Achievers program physical space felt…	like being at home	5.07 (.25)	5.17 (.33)
	like being at school	5.78 (.22)	5.76 (.32)
	like being with my friends	6.98 (.25)	7.51 (.32)
The Science Minors and Achievers program staff were…	like my parents or guardians at home	5.20 (.29)	4.40 (.31)
	like my teachers at school	6.25 (.24)	6.36 (.28)
	like my friends	5.50 (.26)*	6.35 (.33)*
The Science Minors and Achievers program social environment was…	like my social life at home	4.96 (.28)	4.92 (.36)
	like my social life at school	6.52 (.22)	6.48 (.32)
	like my social life with my friends	6.66 (.24)	7.13 (.31)

^*p < .05.

Table 4. Analysis of variance (ANOVA) of attitude toward science scores between groups.

	df	F	η	p
Age	9	1.21	.200	.312
SES	5	.425	.050	.829
Race/Ethnicity	9	.449	.084	.900
Final Career Choice	1	2.74	.036	.102

Note. N = 159.

Figure 2. STEM career interest by gender.

Table 5. Characterization of participant-staff relationships.

Code	Male alumni (%)	Female alumni (%)
Mentor	75	10
Teacher	25	75
Friend	50	20
Parent	0	20