Abstract
Details
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Abstract
Details
Keywords
Abstract
Details
Keywords
Miriam Marie Sanders, Julia E. Calabrese, Micayla Gooden and Mary Margaret Capraro
Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM…
Abstract
Purpose
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.
Design/methodology/approach
To examine potential differences, we conducted independent sample t-tests.
Findings
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.
Originality/value
Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.
Details
Keywords
Mihaela Dimitrova, David S.A. Guttormsen and Margaret A. Shaffer