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20 pages, 1117 KB

Open AccessArticle

Investing in the Lynchpin: Design Principles for Professional Development to Support Youth-Led STEM Programming

by Jessica Sickler, Andria Parrott, Breanna Jones and Robert Kloos

Educ. Sci. 2026, 16(4), 569; https://doi.org/10.3390/educsci16040569 - 2 Apr 2026

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Abstract

Youth-led STEM programming depends on skilled adult facilitators who can support authentic teen leadership, yet professional learning for developing these specialized skills remains understudied. Through three cycles of design-based research, we iteratively developed and studied a professional development model that trained informal educators [...] Read more.

Youth-led STEM programming depends on skilled adult facilitators who can support authentic teen leadership, yet professional learning for developing these specialized skills remains understudied. Through three cycles of design-based research, we iteratively developed and studied a professional development model that trained informal educators from museums, libraries, afterschool programs, and schools to launch Teen Science Café programs—a youth-led model where teens organize STEM events. Analysis of data from trainer reflections, trainee interviews, trainee surveys, and implementation tracking across three iterative design cycles revealed six interconnected principles essential for effective professional development: focusing on a committed adult leader; personalized training characterized by mutual respect; learning by doing; establishing accountability that builds momentum; enabling learning from peers and near-peers; and recognizing success to nurture professional pride. Implementing these principles to prepare educators to center youth voice requires substantial, coordinated investment across stakeholders—commensurate with the complexity of developing youth agency and STEM identity in informal settings. From our findings, we contrast this approach with the “efficiency trap,” in which scaled training without sustained support wastes resources when many educators are trained but youth-centered programs fail to materialize. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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19 pages, 711 KB

Open AccessArticle

It Takes a Village: A Case Study on Leveraging Community Strengths, Assets, and Investment to Support a Pathway into STEMM for K-12 Youth Residing in a Low-SES Area

by Kyeorda Kemp, Nedi Affas, Mackenzie Farrow, Nooraldin Kamalaldin, Savanna Lavendar, Paige Pistotti, Lucia Spera, Aeshah Tawfik and Michele Wogaman

Educ. Sci. 2026, 16(3), 459; https://doi.org/10.3390/educsci16030459 - 17 Mar 2026

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Abstract

The economic and societal advantages of Science, Technology, Engineering, Mathematics, and Medicine (STEMM) occupations are considerable; however, access to STEMM education and training opportunities is unequal, especially for youth from low-socioeconomic-status (SES) areas. Young people from low-SES areas may experience sustained structural, financial, [...] Read more.

The economic and societal advantages of Science, Technology, Engineering, Mathematics, and Medicine (STEMM) occupations are considerable; however, access to STEMM education and training opportunities is unequal, especially for youth from low-socioeconomic-status (SES) areas. Young people from low-SES areas may experience sustained structural, financial, and social barriers that limit their ability to develop identities as STEMM practitioners and to persist in pursuing these fields. This case study describes the design, implementation, and evaluation of a community-based mini-medical summer camp held in a low-SES area to support the development of STEMM identities and to increase 6th–11th-grade students’ biomedical and medical knowledge and career interests. The program utilized partnerships with local entities to provide access to biomedical and medical content. Nineteen students completed the program; fifteen consented to and assented to assessment using pre- and post-tests of STEMM-related knowledge and self-efficacy, and completed all measurements. Students’ STEMM knowledge levels increased significantly; however, their STEMM self-efficacy did not change, possibly due to high initial confidence and the short duration of participation. Students reported high engagement and increased interest in the sciences and medicine. Overall, this study suggests that community-centered outreach programs can increase STEMM engagement and learning in low-SES environments. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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19 pages, 5376 KB

Open AccessArticle

Grounding Systemic Changes in Museum Visitors’ Identities and Agendas: Lessons Learned from an Engineering Design Exhibition

by Susan M. Letourneau, Katherine Ziff and Dana Schloss

Educ. Sci. 2026, 16(3), 444; https://doi.org/10.3390/educsci16030444 - 16 Mar 2026

Viewed by 272

Abstract

As museums and science centers work to reach broad and diverse public audiences, staff face challenges in aligning learner-centered educational approaches with the needs and motivations of audiences with varying identities and agendas. This article synthesizes several years of practitioner-driven work, in which [...] Read more.

As museums and science centers work to reach broad and diverse public audiences, staff face challenges in aligning learner-centered educational approaches with the needs and motivations of audiences with varying identities and agendas. This article synthesizes several years of practitioner-driven work, in which science center staff revised an engineering design exhibition in response to visitor feedback and observations in practice. Analyses examine practitioners’ perspectives about the unanticipated challenges within the original design of the exhibition, and the ways in which museum staff updated their expectations and pedagogical strategies. Analyses are grounded in two theoretical models: (1) Falk’s Museum Visitor Experience Model, which describes how people use museum visits to affirm specific aspects of their identities; and (2) Dawson’s Access and Equity Framework, which describes structural forms of inaccessibility and exclusion that become embedded within museum spaces. These frameworks are used to examine the systemic changes that staff made to multiple facets of the visitor experience, including signage, framing and facilitation of activities, curation and preparation of materials, and the design of adjacent exhibits. This ever-expanding process was a necessary investment to realize the exhibition’s original intention of building on visitors’ existing knowledge, identities, and lived experiences. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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23 pages, 471 KB

Open AccessArticle

Exploring the Community Cultural Wealth and Science Capital of Parents in a Family STEM Program

by Megan Ennes, M. Gail Jones, Emily Cayton and Katherine Chesnutt

Educ. Sci. 2026, 16(2), 331; https://doi.org/10.3390/educsci16020331 - 18 Feb 2026

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Abstract

While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the [...] Read more.

While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the community cultural wealth framework which describes the types of knowledge, connections, and capabilities a community possesses. This study explored the impacts of a year-long, museum-based family STEM program on the parents’ community cultural wealth and science capital through surveys and interviews. The results suggest that the program was able to have a positive impact on the capital and habitus of the parent participants. Having access to parents who promote career awareness and encourage career exploration has emerged as an important type of cultural capital. By engaging families as a whole, rather than youth as individuals, programs may be able to more effectively support youth science identity and career aspirations. Sustained, engaging, family-based programs out-of-school, and potentially in schools, are one way to approach the need for more youth, particularly women and those from underrepresented groups, to pursue STEM careers. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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13 pages, 482 KB

Open AccessArticle

The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations

by M. Gail Jones, Emma Refvem, K. Rende Mendoza, Sarah J. Carrier, Julianna Nieuwsma, Tammy Lee and Amy Taylor

Educ. Sci. 2026, 16(2), 218; https://doi.org/10.3390/educsci16020218 - 2 Feb 2026

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Abstract

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior [...] Read more.

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview designed to gain insight into the context and nature of the experiences. Results showed that activities involving facilitation, such as tutoring, camp counselling, and volunteering at museums, were perceived as significant influences on career choice more than participatory experiences. Facilitating roles allowed individuals to practice and develop leadership and teaching skills. Experiences such as museum volunteering were reported as particularly impactful. The results suggest that some types and contexts of experiences play differential roles in the development of science teachers’ career aspirations. The findings underscore the potential of informal, facilitation-based experiences as tools to cultivate future science educators. This study examined reported experiences that contribute to science teachers’ identity and career aspirations, and the results can inform our understanding of the teacher pipeline by supporting opportunities for youth to be engaged in experiences where they can facilitate learning for others. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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33 pages, 630 KB

Open AccessArticle

Impact Framework for Transforming STEAM Education: A Multi-Level Approach to Evidence-Based Reform

by Natalia Spyropoulou, Michalis Ioannou and Achilles Kameas

Educ. Sci. 2025, 15(11), 1552; https://doi.org/10.3390/educsci15111552 - 18 Nov 2025

Cited by 2 | Viewed by 1451

Abstract

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative [...] Read more.

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative case studies, and three stakeholder consultations with educators, industry representatives, and policymakers. The analysis used thematic synthesis, root cause analysis, and impact mapping to link the identified challenges with their causes, proposed actions, and measurable indicators. The resulting framework is organised into four interconnected domains: Policy and Governance, Institutional Conditions and Infrastructure, Educator Competence and Resources, and Collaboration Ecosystem, each linked to specific stakeholders, proposed solutions, and anticipated benefits. By consolidating diverse evidence into a coherent logic chain, the framework provides a practical and adaptable tool for guiding reforms that strengthen the coherence, inclusivity, and sustainability of STEAM education across various contexts. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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17 pages, 237 KB

Open AccessArticle

The End of a STEM Identity Pathway: A Girls in Science Program Falls Prey to Current Ideology

by Roxanne Hughes, Maati McKinney and Kim Kelling

Educ. Sci. 2025, 15(10), 1402; https://doi.org/10.3390/educsci15101402 - 19 Oct 2025

Viewed by 1121

Abstract

This article provides a compelling argument using qualitative analysis for the longitudinal impact of an all-girls’ summer camp that was recently canceled due to an Executive Order from the Federal government. This paper will discuss: (1) the history of the program, including its [...] Read more.

This article provides a compelling argument using qualitative analysis for the longitudinal impact of an all-girls’ summer camp that was recently canceled due to an Executive Order from the Federal government. This paper will discuss: (1) the history of the program, including its changing funding sources over time; (2) the support of the local community that sustained this program; and (3) the ways in which the program influenced girls long after they graduated from middle and high school. Since 2006, 611 girls have participated in the Girls in STEM (GIS) summer camp. Surveys to alumnae were sent in 2022 and 2024, and 81 GIS alumnae responded. Many of these women explained how the camp helped them to see STEM career options that they were not aware of; improved their confidence that they could pursue careers that were male-dominated; and provided them with peers and mentors who became part of their network. The article concludes with a discussion of the cancellation of the program and the potential consequences of that decision. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

Other

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15 pages, 446 KB

Open AccessCommentary

What It Really Takes: The Costs and Commitments Behind a Successful Coaching Model for Afterschool STEM Educators

by Heidi Cian

Educ. Sci. 2026, 16(2), 326; https://doi.org/10.3390/educsci16020326 - 18 Feb 2026

Viewed by 342

Abstract

Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. [...] Read more.

Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. Dominant approaches to measuring program “costs”—often centered on per-participant expenditures or short-term cost-effectiveness—obscure the systemic, relational, and capacity-building investments required to sustain high-quality OST STEM practices. This commentary examines how available cost frameworks shape what is rendered visible as “value” in OST STEM professional learning and where they fall short. To ground this analysis, I draw on the Afterschool Coaching for Reflective Educators in STEM (ACRES) program, a long-running national coaching initiative, as an illustrative case through which to examine how investments unfold over time and across contexts. Using ACRES, I demonstrate how costs are more productively understood as multidimensional investments in infrastructure, human capacity, relationships, and knowledge—forms of value that resist per-participant or short-horizon accounting. I offer an alternative tool, the Capacity-Based Cost Assessment (CBCA), to facilitate reflection on the outcomes of these investments. I include recommendations for how to define, document, and evaluate investments in OST STEM professional learning. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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