ITEAMS: Increasing the Self-Identification for Girls and Underserved Youth in Pursuing STEM Careers

Abstract

We report early findings on the efficacy of a technology-based project in increasing self-identification for girls and underserved youth to self-select STEM (science, technology, engineering, and mathematics) careers. ITEAMS (Innovative Technology- Enabled Astronomy for Middle Schools) – an out-of-schooltime program with online, robotic telescopes as its central focus – targets girls and minority students underrepresented in STEMrelated vocations. The participating students attend urban schools in Eastern Massachusetts. ITEAMS’ twofold goal is to: a) provide inspiration for the participants to pursue STEM careers, and b) increase the students’ mastery of foundational subject matter so they are prepared for the rigor of further STEM study. We use an online system for surveys and assessments, the former to capture attitudinal changes about career choices, and the latter to assess the students’ subject matter knowledge. Participating students take pre-, intermediate, and post subject-matter tests and career-interest surveys. While we find statistically significant gains in subject matter knowledge free of gender, race, or school bias, we also find girls profess less interest than boys in STEM careers as early as grades five and six, although other attitudinal indicators suggest ways to reverse that trend.

Keywords

• Technology Education
• Career Interest
• Stem Careers
• Out-Of-School-Time
• Online Assessment
• Robotic Telescopes