Moving from Passion to Purpose: A STEM-Focused After-School Program's Influence on Purpose Outcomes
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| Title: | Moving from Passion to Purpose: A STEM-Focused After-School Program's Influence on Purpose Outcomes |
|---|---|
| Language: | English |
| Authors: | Brenna Lincoln (ORCID |
| Source: | Journal of Adolescent Research. 2025 40(4):892-924. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1713460 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | STEM Education, After School Programs, Socioeconomic Status, High School Students, Self Efficacy, Career Exploration, Student Motivation, Student Attitudes, Disproportionate Representation, Minority Group Students |
| DOI: | 10.1177/07435584231182137 |
| ISSN: | 0743-5584 1552-6895 |
| Abstract: | Despite efforts to increase diversity in STEM fields, marginalized populations--particularly women and Black and Latinx workers--remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students (N = 13, 30.8% self-identified female) and their program instructors (N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programming. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476004 |
| Database: | ERIC |
| Abstract: | Despite efforts to increase diversity in STEM fields, marginalized populations--particularly women and Black and Latinx workers--remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students (N = 13, 30.8% self-identified female) and their program instructors (N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programming. |
|---|---|
| ISSN: | 0743-5584 1552-6895 |
| DOI: | 10.1177/07435584231182137 |
