Science and representation: examining the role of supplementary STEM education in elementary school student science identity

Abstract The last several years has seen numerous initiatives rise to increase representation of under-represented minority groups ( URMs ) in S cience T echnology E ngineering and M athematics STEM professions. Yet despite these efforts, disparities between students educated the sciences professionals fields persist. One significant contributor is a lack funding support for science educational resources, particularly low-income communities school districts. following paper evaluates efficacy an elementary program, known as Young Scientists Program YSP ), which serves over 1400 seven Title I schools within Los Angeles Unified School District LAUSD ). specific aim this project was determine whether targeting younger student population more effective at promoting greater sense self-efficacy science, ultimately encouraging see themselves potential future scientists regardless their socioeconomic status cultural background. Students who participated program completed pre- post-program “ Draw A Scientist Test ” DAST general Science Interest Survey . Statistical analysis quantitative data from instruments showed number drew that represented and/or members community, positive attitudes toward after participating YSP. These findings provide model continued evaluation comparison previous years’ YSP, well similar programs.