Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.

中文翻译：

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服务学习作为支持弱势青年参与 STEM 的杠杆

背景：女性和有色人种在科学、技术、工程和数学 (STEM) 领域和职业中的代表性一直不足。尽管这些差距背后有无数的因素，但一个潜在的变量可能是这些学生对他们的 STEM 课堂体验的感受程度。目的：本研究调查了服务学习体验在支持弱势青年参与 STEM 方面的潜力。方法/方法：两批高中生参加了一个暑期项目，他们通过该项目建造了“太阳能手提箱”，为有需要的社区提供电力。观察和学生调查测量了学生的参与度以及 STEM 态度、性格和信念的变化。调查结果/结论：学生们高度参与了服务学习活动，并在参与该计划后表现出更好的科学迷恋、科学价值观和 STEM 职业亲和力。影响：讨论了设计和提供与文化相关的服务学习体验的影响。