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The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.

The research approach consisted of mixed methods, including content analyses and descriptive statistics.

The curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.

A curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.

Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.

To examine potential differences, we conducted independent sample t-tests.

Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.

Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.

In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.

Researchers analyzed survey responses through an exploratory factor analysis and five t tests.

The interpretation of the effect sizes showed that after engaging in a self-directed learning experience, students expressed more positive self-efficacy and intrinsic motivation, experienced reduced extrinsic motivation and anxiety, and were less task-completion oriented.

The results suggest that gifted and honors students may have a propensity to learn that is more similar to that of adults rather than their same-age peers.

This study addresses the intersection of team gender composition, social entrepreneurship and new venture performance, aiming to understand the unique dynamics shaping these areas. The authors discuss why female and diverse founding teams often gravitate toward social ventures and explore the relevance of this phenomenon. By investigating the impact on new venture performance, this study examines the effect of team diversity in the context of social entrepreneurship.

The study is based on a survey among new ventures in Austria. Data from 326 new ventures were analyzed using linear and logistic regression analysis. Drawing on gender role theory, the effect of diverse and female founding teams on the amount of acquired external capital was tested, emphasizing how social goals may serve as a signaling mechanism to investors.

In line with gender role theory, the study confirms that female and diverse founding teams are more inclined to establish social ventures. While the authors find empirical support for this assertion, there was no evidence found for a second assertion by the gender role theory stating that social entrepreneurship can specifically reduce gender bias with respect to external equity funding of new ventures. Contrary to expectations, the tendency of female and diverse founding teams to prioritize social goals hinders their ability to secure external equity. Furthermore, this research indicates that gender-diverse and all-female teams achieve lower levels of employment growth compared to all-male teams. These results provide insights into the relationship between team composition and venture performance.

Adding to gender role literature, this research expands the current understanding of how team gender diversity and social entrepreneurship affect venture performance. The study indicates a high prevalence of social entrepreneurship among gender-diverse teams and highlights specific challenges faced by female and gender-diverse founding teams. The findings underpin the need for a deeper understanding of the challenges faced by female and gender-diverse teams in the entrepreneurship area. By addressing these dynamics, the study offers valuable insights and recommendations for policymakers, investors and entrepreneurs, laying a foundation for future research into promoting gender equality and fostering inclusive entrepreneurship ecosystems.