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Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning

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Abstract

This article describes a summer enrichment science, technology, engineering, and mathematics (STEM) camp for African-American girls and young women aimed at addressing mathematical and science self-efficacy and reinforcing the importance and usefulness of mathematics and science with a socially transformative curriculum. The research questions guiding this study are (1) How do African-American girl participants describe their experiences in Girls STEM Institute (GSI)? and (2) How does the STEM program experience affect their mathematics and science self-efficacy and valuing of mathematics and science? The data, which included journal entries and interviews, were collected and analyzed from four participants and indicated that participating in the Girls STEM Institute led to improved mathematics and science self-efficacy and increased perceptions of the value of science and math knowledge.

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Authors and Affiliations

  1. School of Education, Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA

    Crystal Morton

  2. Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA, USA

    Demetrice Smith-Mutegi

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  1. Crystal Morton
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  2. Demetrice Smith-Mutegi
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Correspondence to Crystal Morton.

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This manuscript is part of the special issue “Science education and the African Diaspora in the United States”, guest edited by Mary M. Atwater and Jomo W. Mutegi.

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Morton, C., Smith-Mutegi, D. Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning. Cult Stud of Sci Educ 17, 39–52 (2022). https://doi.org/10.1007/s11422-022-10105-8

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  • DOI: https://doi.org/10.1007/s11422-022-10105-8

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