Are we selecting for or developing STEM interest and identity in out-of-school physics programs?

Decisions regarding whether or not to pursue science, technology, engineering, and mathematics (STEM) careers are made early in a youth’s education, as early as middle school. Thus, in order to attract youth into STEM fields, it is vital that the STEM Interest and positive STEM identity be fostered in elementary and middle (primary) school. One method for sparking interest STEM and fostering positive STEM identity is through informal STEM learning (ISL) experiences such as out-of-school programs, summer camps, etc. Though it is widely accepted in ISL communities that informal STEM learning increases participants’ STEM interest, and fosters positive STEM identity, it is unclear whether these experiences are successful in initiating STEM interest and STEM identity in youth who have no desire to pursue STEM careers. In this talk, we present findings of a study in which we examined differences in initial STEM interest and STEM identity among a group of primary school youth who participated in an out-of-school physics program, and primary youth who did not. Preliminary results suggest that participants had higher initial levels of STEM interest and STEM identity than non-participants. We discuss implications, limitations, and future directions of this work.