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Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth

Date

2016

Authors

Rubinson, Amy, author
Aragon, Antonette, advisor
MacPhee, David, advisor
Peila-Shuster, Jackie, committee member
Haddock, Shelley, committee member

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Abstract

This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing for the research. I prepared chapters 3, 4, and 5 as independent research publications; therefore, some of the introductory content of each is summative and yet repetitive of the chapters that precede it. In the final, sixth chapter, I describe how the three research studies relate to each other and contribute to the research worlds of youth development and out-of-schooltime programming, specifically as related to identity development, college readiness, and exposure to science, technology, engineering, and mathematics (STEM) fields. The research in study 1 supports other findings that out-of-schooltime programs provide support for youth of color. I collected data through focus groups of program participants and alumni to understand the participants' experiences in the program. The study results show the amount of community cultural wealth (CCW) that youth of color developed through participation in the out-of-schooltime program. The research also emphasizes the role of the program location in the development of CCW. I use a critical-race-theory (CRT) lens through which to frame the analyses for this portion of the research. I present the data through a composite counternarrative told through the program participants' voices. Findings reveal that the participants experienced a great deal of CCW, which seemed to assist them during college. I include examples of the six forms of CCW the participants gained from the program. The study concludes with suggestions for practice and future research. This research is part of a larger project intended to provide a basis for increased understanding into how out-of-schooltime programs support underrepresented youth. In the second study, I investigate the factors that seem shared among participants who graduate with 4-year degrees and among those who do not. I use qualitative and quantitative survey data to gather information from alumni youth participants. I analyze the data using a CCW and bioecology framework to understand the strengths of the community throughout the college-readiness process. Findings reveal that participants who academically successful are supported from many different venues. Additionally, these participants need opportunities to shine and show pride in their academics and STEM accomplishments. Those participants who pursued STEM fields indicated they were engaged in fun STEM activities at a young age and received positive recognition in a STEM area. This research supports the need for youth programs that create an inclusive community and values each person’s role and contributions. This study closes with suggestions for practice. For the final study of this three-part research project, I investigated the ways in which amount of experienced discrimination and level of identity awareness influenced participants’ academic and STEM outcomes. I used the same qualitative and quantitative survey tool as in the prior study, and the same population of youth program alumni. I analyzed the data using a three-part framework, including CCW, CRT, and bioecology. I used bioecology in the survey design, as is evident in the survey asking about many components of participants’ lives. I used CRT to identify instances of discrimination and to reframe my perspective to be that of my participants instead of my own. I used CCW to identify strengths the participants employed to overcome discrimination and other obstacles. Findings reveal that participants experienced increasing discrimination for multiple identities at each of the escalating levels (individual, institutional, societal, and civilizational). Additionally, the nonSTEM-persistent participants experience more high-level awareness and discrimination for their identities compared to the STEM-persistent group. In many cases, participants who had experienced more discrimination had higher academic aspirations. This research builds on the growing knowledge base related to the experiences and effects of institutional racism on underrepresented youth.

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