![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Graphical Abstract
Abstract
Communities across the United States are working together to increase the quality and quantity of science, technology, engineering, and mathematics (STEM) learning opportunities for all youth, with special emphasis on encouraging young people from communities that are traditionally underrepresented and underserved in STEM. Our research team at The PEAR Institute: Partnerships in Education and Resilience recently completed a nationwide evaluation involving many of these communities, encompassing 11 state afterschool networks, 160 programs, 148 educators, and nearly 1,600 youth (grades 4 to 12). We found that youth who consistently participated in informal STEM activities generally reported significant positive change in science-related attitudes, but the greatest gains were reported by youth participating in programs that demonstrated the highest levels of quality in such areas as inquiry, reflection, and relevance (CitationAllen et al. 2017). As educational researchers, these findings deepened our interest in developing new tools and trainings that can support educators in building higher impact programming.
Keywords:
Author Contributions
Lydia Peabody ([email protected]) is STEM learning specialist of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Rebecca K. Browne ([email protected]) is STEM projects specialist of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Bailey Triggs ([email protected]) is senior manager of communications and knowledge management of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Patricia J. Allen ([email protected]) is senior manager of research and evaluation of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Gil G. Noam ([email protected]) is founder and director of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Additional information
Notes on contributors
Lydia Peabody
Lydia Peabody ([email protected]) is STEM learning specialist of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Rebecca K. Browne
Rebecca K. Browne ([email protected]) is STEM projects specialist of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Bailey Triggs
Bailey Triggs ([email protected]) is senior manager of communications and knowledge management of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Patricia J. Allen
Patricia J. Allen ([email protected]) is senior manager of research and evaluation of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.
Gil G. Noam
Gil G. Noam ([email protected]) is founder and director of The PEAR Institute at Harvard Medical School and McLean Hospital in Boston, Massachusetts.