Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self‐efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi‐structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self‐efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset‐based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high dispositions in science and engineering and self‐identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.

中文翻译：

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与他们摩擦肘部：通过科学和工程展览会提高STEM的能力

通过将社会文化职业理论（SCCT）与公平原则联系起来，我们研究了参加科学与工程博览会（SEF）对青年科学，技术，工程和数学（STEM）教育和职业选择的作用。我们分析了数据，以证明使用美国原住民（NA），具有文化响应能力和农村公平的教学方法的结构的SCCT的自我效能感，兴趣和学习经验的结构。定性数据包括半结构化访谈，焦点小组，SEF计划的实践演示，课堂观察和指导学生。定量数据包括两项调查：STEM语义调查和学习调查动机策略。定性结果揭示了老师如何通过让学生控制自己的项目，使用公平的教学法来建立自我效能感，建立各种科学学科的专家网络，发展指导文化以促进归属感并通过融合来消除学生参与的障碍具有NA和农村混合社会经济地位学生文化的学者。她提出了基于资产的教学法，该教学法启发了学生继续深造并进入STEM领域。定量研究结果表明，前学生对参加与他们的高兴趣，对挑战的理解，好奇心和对新事物的掌握有关的科学博览会活动的倾向，这些学生在科学和工程领域表现出很高的素养，并自称为STEM人。含义包括使用SCCT，