Factors that predict adolescents' engagement with STEM in and out of school

Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in out of school may help ensure that adolescents are prepared to enter the workforce. This study aims extend prior work by documenting internal external factors matter for both class as well outside through activism. Participants included ninth tenth grade students (N = 852) from ethnically diverse public schools Southeastern United States, approximately evenly divided gender. Findings regression analyses revealed girls participants who perceive educational barriers were less engaged classes, whereas those reported learning about more male scientists class, higher levels belonging, growth mindset, motivation classes. Those critical motivation, action, activism school. suggest teachers out-of-school program developers learn new ways engage each other. Further, findings highlight some promote such belonging motivation.