The original research questions were how, if at all, does the model support students’ motivation and preparation for STEM careers and what aspects of the model contribute to increased female and under-represented minority student motivation and preparation for STEM careers? The program started over 10 years ago and is now a network made up of over 50 profession-based learning programs that have never been studied. Therefore, the goal was to examine the model to determine how it could be developed into an intervention that helps students, especially girls and underrepresented students color, motivate and prepare themselves for STEM careers. Lent, Brown and Hackett’s Social Cognitive Career Theory (1994) helped formulate an understanding of support for students along their career preparation journey. In summary, students enter learning spaces with their own individual inputs,  backgrounds and environmental influences. The learning experiences in which students engage are theorized to support their self efficacy expectations - their belief that they can accomplish specific tasks- as well as their outcomes expectations, and what will happen in the future as a result of certain career-related preparation activities.

Qualitative exploration demonstrated that student backgrounds, and environmental influences are important for STEM career programs to consider. For example, some students already had exposure to STEM careers and STEM skills development opportunities (e.g. summer camps) due to their families and social network. Other students were just being exposed to STEM careers for the first time. Girls and students of color, also noted a lack of role models from similar identity groups.

The exploration also revealed that the profession-based learning model incorporated experiential learning, not just through “hands-on” activities, but also engagement through relationships, culture and the physical environment of the program. Students characterized their learning experiences through relationships with other students, teachers, industry professionals, and the culture, physical environment and real-world projects. Reflection was placed at the center of a holistic environment that included learning from people, places and activity. 

By exploring a site in a predominantly white suburb with the median household income of $115k, and one in a predominantly Black urban site with the median income of $48K, researchers observed how the STEM career preparation experience varied across contexts. The predominantly black, lower income site had less connections to industry, less resources within the school and physical environments, a higher number of students coming from poverty, increased reliance on public transportation, in addition to academic achievement gaps. It is important to note that the predominantly black site was newer and the gaps and resource challenges were not intentional, but part of systemic challenges that warrant additional support and exploration in order to provide equity.

The research team also explored experiences with race of teachers and students. At the predominantly Black site, student and teacher perspectives included defining race as skin color, strong beliefs in meritocracy, and individualized approaches to helping students that lead to a lack of awareness of the broader implication of systemic racism. A race-centric approach to the inquiry process revealed that students of color had limited knowledge of how to understand and talk about race. Teachers at the site played a critical role in supporting students through challenges, but they stopped short of using their positions to elevate those challenges toward more meaningful systemic change. 

At the predominantly white location, students of color expressed isolation and a desire for additional role models in STEM careers. At this site teachers and students expressed a general lack of interest in examining race and indicated that this was the district’s primarily white demographics. Teachers described a colorblind approach to supporting student learning. While students of color shared appreciation for teachers who provided intentional support and community for them, they believed their learning could be more impactful with more intentionality related to race and culture.

The COVID-19 pandemic prohibited researchers from conducting the survey at both locations. However, researchers were able to develop an original instrument assessing program specific outcomes, and they also utilized four pre-existing instruments to measure 21st century skills, general self-efficacy, STEM self-efficacy and  career interest. The survey followed a pre-post single group design.  Students were randomly assigned to one of the existing instruments listed above.  All students received the program-specific items.  Significant differences (gains from pre to post) were found only within the general self efficacy and 21st century skills instruments. Disaggregation of the data revealed that only girls showed significant gains in these two areas. The analysis of the program-specific items showed high levels of satisfaction with the program and highlighted evidence that the program should pay particular attention to developing and improving student  leadership skills and motivating students to do meaningful work.

Limitations include a modified program model due to COVID-19 pandemic as well as a lack of comparison group (the site did not provide permission to include a comparison group).  

Last Modified: 05/31/2022
Modified by: Corliss C Thompson