| Summary |
This study was designed to improve the Science, Technology, Engineering, and Mathematics (STEM) efficacy and engagement of middle school minority females in a during-school and after-school all-girl peer support group. Studies have shown that there exists a science identity gap where minority female students do not identify with STEM, regardless of their academic achievement (Ballard, 2013). The chances of female students from rural areas succeeding in STEM are less likely because studies suggest that these underserved students are less likely prepared for careers in STEM (Arnett, 2015). A strategic plan was utilized to enhance an existing program that existed as a school club at a public charter school, providing support services for the implementation of hands-on activities in STEM, introduction of STEM role models and a systematic process for addressing skills necessary for social, emotional and behavioral benefits that lead to academic and personal success. This improvement science study enabled school leaders to effectively engage and retain the middle grades minority females in the STEM pipeline. Surveys were utilized to capture the opinions of the middle school, rural female participants as they progressed through STEM engagement, interactions with STEM role models and participation in social, emotional and behavioral learning experiences. After the study, the improvement strategies were considered as effective and can be built upon for future implementation and used as a model to target other demographics in building efficacy and increasing engagement in STEM. |
