Exploring Youths’ Decision to Participate in STEM Afterschool Programs
DOI
10.5703/1288284317453
Document Type
Poster
Abstract
STEM afterschool programs offer a range of academic, social, and emotional outcomes to support positive youth development. In particular, STEM afterschool programs have been shown to increase student self-efficacy and interest in pursuing STEM careers (Chan et al., 2020; Dabney et al., 2012). Youth must first choose to attend the STEM afterschool programs to gain the many benefits offered. However, participation in such programs decreases as youth get older and encounter additional competing interests (i.e., home responsibilities, jobs, etc.). To get youth to attend, STEM afterschool programs must meet the needs of youth by leveraging resources, activities, and relationships.
This study investigated the factors predicting high school participation as well as the relationships among in-school adult-youth interactions and participation in a GEAR UP afterschool program. We provide an overview of the value of in-school adult-youth interactions for youth participation in STEM afterschool programs. Practical applications will be shared for educators to implement in their own STEM afterschool programs. Effective leveraging of resources and interactions between educators and youth can positively impact students and their decision to attend STEM afterschool programs.
Exploring Youths’ Decision to Participate in STEM Afterschool Programs
STEM afterschool programs offer a range of academic, social, and emotional outcomes to support positive youth development. In particular, STEM afterschool programs have been shown to increase student self-efficacy and interest in pursuing STEM careers (Chan et al., 2020; Dabney et al., 2012). Youth must first choose to attend the STEM afterschool programs to gain the many benefits offered. However, participation in such programs decreases as youth get older and encounter additional competing interests (i.e., home responsibilities, jobs, etc.). To get youth to attend, STEM afterschool programs must meet the needs of youth by leveraging resources, activities, and relationships.
This study investigated the factors predicting high school participation as well as the relationships among in-school adult-youth interactions and participation in a GEAR UP afterschool program. We provide an overview of the value of in-school adult-youth interactions for youth participation in STEM afterschool programs. Practical applications will be shared for educators to implement in their own STEM afterschool programs. Effective leveraging of resources and interactions between educators and youth can positively impact students and their decision to attend STEM afterschool programs.