Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.

Patterns of ethnic-racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of color.

OBJECTIVES: Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers. METHOD: Latent class analysis and analysis of variance were used with a predominately Black and Latinx sample (N = 265, Mage = 15.83, SD = 1.35; 49% female). RESULTS: Four classes emerged. Members of the naïve affirmed advocates class had significantly higher STEM engagement than the disillusioned class. Youth in the affirmed and critical class reported the highest perceptions of STEM-related career barriers, followed by the affirmed advocates class. CONCLUSIONS: Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs.

Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society. The present study examines relationships between adolescents' perceptions of gender and ethnic classroom inclusivity, outcome expectancies, utility values, and activism orientation in STEM, grounded in the situated expectancy-value theory. Participants were 699 adolescents (50.2% boys, 47.8% White; MT1age = 15.11 years, SD = 0.84) in the southeastern United States. A structural equation model with FIML estimation, multiple imputation with Bayesian analysis, and multigroup SEM analyses were utilized to test the hypothesized associations using two time points, controlling for sociodemographics and STEM grades. The findings revealed that adolescents' perceptions of STEM classroom inclusivity appeared to play an important role in shaping STEM expectancies and perceived value of STEM. Multigroup SEM analysis showed that ethnicity significantly moderates the effect of perceived STEM classroom inclusivity on STEM expectancies, suggesting the effect of inclusivity on expectancies is stronger for racially/ethnically majoritized adolescents as compared to racially/ethnically minoritized adolescents. Associations from STEM motivational beliefs to activism orientation revealed that adolescents with higher STEM utility values are more likely to have a higher orientation toward STEM activism. Adolescents' perceptions of STEM classroom inclusivity had an indirect positive effect on STEM activism orientation through STEM utility values. These findings provide support for the conceptual premise that classroom inclusivity can foster motivational beliefs, and activism orientation in STEM.

The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs.

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents' expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents' utility values. The findings suggest that parents' math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.

Children's and adolescents' evaluations of wealth-related STEM inequality.

The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants (n = 234: early childhood, n = 70, mean age = 6.33, SD = .79; middle childhood, n = 92, mean age = 8.90, SD = .83 and early adolescence, n = 62, mean age = 12.00; SD = 1.16) in the U.K. (64% White British) and U.S. (40% White/European American) read about two characters, one high-wealth and one low-wealth. In early childhood, participants reported that the high-wealth character would have greater STEM ability and were just as likely to invite either character to take part in a STEM opportunity. By middle childhood, participants were more likely to report equal STEM abilities for both characters and to seek to rectify inequalities by inviting the low-wealth character to take part in a STEM opportunity. However, older participants reported that peers would still prefer to invite the high-wealth character. These findings also varied by ethnic group status, with minority status participants rectifying inequalities at a younger age than majority status participants. Together these findings document that children are aware of STEM inequalities based on wealth and, with age, will increasingly seek to rectify these inequalities.

Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity.

Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents' math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, MT1age = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation.

Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning.

Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist.

Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging.

Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.

The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults.

During the COVID-19 pandemic, young people have been exposed to distressing content about COVID-19 without knowing whether they can trust such content. This indicates a need to examine the effects of social media use on mental health and well-being. Existing research provides an inconsistent impression of such effects. Thus, we examined the relation between exposure to COVID-19 information on social media and well-being and assessed if trust in COVID-19 information on social media moderated this relationship. The sample consisted of 168 adolescents and young adults from the U.K. and U.S. (Mage = 17.4 years). Participants completed measures of exposure to, and trust in, COVID-19 information on social media platforms, and measures of emotional, psychological, and social well-being. Results revealed a null to positive relation between exposure to COVID-19 information on social media and well-being across measures. However, when trust was added to the models as a moderator, results indicated that, for adolescents with higher levels of trust in COVID-19 information found on social media, the relation between information encountered on social media and well-being was positive. In contrast, for adolescents with lower levels of trust, the association between information encountered on social media and well-being was null or sometimes negative. Given the lack of consensus about the impact of social media use on well-being, these results point to the importance of trust when assessing the relationship between exposure to COVID-19 information and well-being.

Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs.

Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents' science engagement, interest, and growth mindset. Participants were adolescents (Mage = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants' science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.

Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging.

Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age = 15.27, SD age = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.

The roles of school racial climate and science, technology, engineering, and mathematics classroom climate in adolescents' gender and racial peer inclusion and attribution decisions.

Adolescents use social identities and reasoning to make peer inclusion and attribution decisions. School climate plays a role in these decisions. Thus, this study analyzed how school racial climate and STEM (science, technology, engineering, and math) classroom climate were associated with the choices of adolescents (N = 294; Mage = 15.72 years; 52.3 % female; 36.7 % White/European American, 32.9 % Black/African American, 11.2 % Latino/Hispanic [the most common racial/ethnic groups in the schools where data collection took place]) in two tasks: peer inclusion and attribution of ability. On the peer inclusion task, participants were more likely to choose a non-White peer for a STEM activity if they had lower perceptions of stereotyping at school, and they were more likely to choose a female peer if they were female. Participants were more likely to use reasoning based on personal characteristics when choosing a peer, but female participants who chose a female peer were more likely to use reasoning based on gender. On the attribution task, participants were more likely to choose a non-White peer if they perceived greater STEM connectedness, and they were more likely to choose a White or male peer if they had more positive relationships with their STEM teachers. Therefore, students' perceptions of school racial climate relate to adolescents' peer inclusion decisions, and their perceptions of STEM classroom climate relate to adolescents' ability attributions. Schools may need to focus on creating welcoming school and classroom environments as a way to promote equity in STEM.

Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents.

Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' (N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one's in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.

Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants' level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.

Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.

Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children's learning behaviors in ISLS using video recordings of family visits to a zoo, children's museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children's behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents' science questions and explanations were positively related to children observing the exhibit. Parents' science explanations were also negatively related to children's science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children's behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children's interactions with others and their environment are important for children's learning behaviors.

Learning hand in hand: Engaging in research-practice partnerships to advance developmental science.

Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research-practice partnership.

Interest and learning in informal science learning sites: Differences in experiences with different types of educators.

This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.