{"id":60,"date":"2020-02-06T21:02:47","date_gmt":"2020-02-06T20:02:47","guid":{"rendered":"http:\/\/blogs.exeter.ac.uk\/diplab\/?page_id=60"},"modified":"2025-01-20T12:10:11","modified_gmt":"2025-01-20T12:10:11","slug":"stem-teens","status":"publish","type":"page","link":"https:\/\/sites.exeter.ac.uk\/diplab\/projects\/stem-teens\/","title":{"rendered":"STEM Teens"},"content":{"rendered":"

Wellcome\/NSF Funded \u201cSTEM Teens\u201d Project<\/strong><\/p>\n

Core Research Team:\u00a0Adam Rutland, Mark Winterbottom, Luke McGuire, Fidelia Law (UK) Adam Hartstone-Rose, Kelly Lynn Mulvey, Eric Goff, Matt Irvin (USA)<\/em><\/p>\n

This five-year project examines the influence of youth educators in informal science learning settings (ISLS)<\/strong>. The project examines this influence from two distinct angles.<\/p>\n

First,<\/strong> we will longitudinally survey \u2018STEM Teens\u2019 \u2013 youth educators working in our six sites in the UK and US.<\/strong> This side of the project draws from Expectancy-Value Theory and tries to understand how such volunteer positions may increase self-efficacy, perceived competence and reduce gender\/ethnicity stereotypes about who can be involved in the STEM workforce.<\/p>\n

Second,<\/strong> the project examines whether the presence of youth educators in our ISLS has an impact on visitor\u2019s experiences<\/strong>. More specifically, we will examine situations where visitors interact with a youth educator, an adult educator, or no educator. We are interested in whether interacting with a youth educator changes STEM interest, engagement, learning and stereotypes. This involves:<\/p>\n

a<\/em>. surveying visitors at pre-selected exhibits in the ISLS<\/p>\n

b<\/em>. video\/audio recording of interactions between visitors and educators at these sites.<\/p>\n

\"\"<\/p>\n

Useful Readings:<\/strong><\/p>\n

Dawson, E. (2014). \u2018Not designed for us\u2019: How science museums and science centers socially exclude low-income, minority ethnic groups. Science Education, 98, 981-1008.doi:10.1002\/sce.21133<\/p>\n

Eccles, J. S., & Wang, M.-T. (2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40, 100-doi:10.1177\/0165025415616201<\/p>\n

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146\/annurev.psych.53.100901.135153<\/p>\n

 <\/p>\n

\"\"<\/p>\n","protected":false},"excerpt":{"rendered":"

Wellcome\/NSF Funded \u201cSTEM Teens\u201d Project Core Research Team:\u00a0Adam Rutland, Mark Winterbottom, Luke McGuire, Fidelia Law (UK) Adam Hartstone-Rose, Kelly Lynn Mulvey, Eric Goff, Matt Irvin (USA) This five-year project examines the influence of youth educators in informal science learning settings (ISLS). The project examines this influence from two distinct angles. First, we will longitudinally survey […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":41,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-sidebar-boxed-feature-img.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"acf":[],"yoast_head":"\nSTEM Teens - Developmental Intergroup Processes (DIP) lab<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.exeter.ac.uk\/diplab\/projects\/stem-teens\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"STEM Teens - Developmental Intergroup Processes (DIP) lab\" \/>\n<meta property=\"og:description\" content=\"Wellcome\/NSF Funded \u201cSTEM Teens\u201d Project Core Research Team:\u00a0Adam Rutland, Mark Winterbottom, Luke McGuire, Fidelia Law (UK) Adam Hartstone-Rose, Kelly Lynn Mulvey, Eric Goff, Matt Irvin (USA) This five-year project examines the influence of youth educators in informal science learning settings (ISLS). 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