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Experiences of Students from Traditionally Underrepresented Groups in an Informal STEM Educational Setting and the Effect on Self-Efficacy, Task Value, and Academic Course Selection
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, University of Texas at Austin, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this pilot, research study, I discuss how students from groups underrepresented in the STEM workplace make sense of their participation in a STEM+Art, maker-movement inspired, after-school and Saturday program that is project-based, hands-on, relevant, and technology-enhanced. This research study will discuss the effect on student self-efficacy, task value, and academic course selection after participating in a technology-enhanced, informal learning program designed to expose African-American and Latino students to STEM careers.

Citation

Harvin, A. (2015). Experiences of Students from Traditionally Underrepresented Groups in an Informal STEM Educational Setting and the Effect on Self-Efficacy, Task Value, and Academic Course Selection. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 33-43). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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