STEM achievement gaps between Latinx and their non-Hispanic White (NHW) counterparts emerge in early childhood and persist through adulthood. Culturally relevant STEM interventions can help counter some of the Latinx higher attrition rates in STEM, especially if they are initiated in elementary school. This study assesses the feasibility, acceptability, and impact on STEM Career Interest of an evidence-based, after-school STEM Program for elementary school Latinx children from Spanish-speaking families. Twenty-three 3rd to 5th grade children in a dual-language school in Colorado participated in 8 weekly STEM lessons, a field trip, and a culturally relevant fair with Latinx STEM professional role models. The following measures were used: (1) attendance rates, (2) changes in a STEM Career Interest Survey, and (3) children and caregivers’ reported satisfaction with the program. Attendance and satisfaction with the program were high. Students’ STEM Career Interest showed a statistically significant increase between pre- and post-program; however, the subscales of the STEM Career Interest Survey did not show a significant increase. It was feasible to implement the STEM interest program at the center of this study with elementary school Latinx students, and the program demonstrated success in increasing students’ STEM Career Interest. Moreover, the program is novel in that it addresses a significant barrier to economic mobility in the Spanish-speaking Latinx community (i.e., the high attrition rates in STEM participation). With some adaptations (e.g., longer duration), this program can serve as a model for interventions in other schools or academic settings.

拉丁裔与非西班牙裔白人（NHW）同行之间的STEM成就差距在儿童早期就出现，并一直持续到成年。与文化相关的STEM干预措施可以帮助抵消STEM中某些拉丁裔的更高的流失率，尤其是在小学时发起的干预。这项研究评估了一项针对以西班牙语为母语的小学拉丁裔儿童的循证课外课后STEM计划的可行性，可接受性及其对STEM职业兴趣的影响。科罗拉多州一所双语言学校的23至3至5年级儿童参加了每周8场STEM课程，一次实地考察，并参加了与Latinx STEM专业角色榜样相关的文化交流活动。使用了以下措施：（1）出勤率，（2）STEM职业兴趣调查中的变化，（3）儿童和看护者对该计划表示满意。对该程序的出勤率和满意度很高。学生的STEM职业兴趣表明，课程前和课程后之间的统计显着增加；但是，STEM职业兴趣调查没有显示出明显的增加。在本研究的中心，与小学拉丁裔学生一起实施STEM兴趣计划是可行的，并且该计划证明在提高学生的STEM职业兴趣方面取得了成功。此外，该计划是新颖的，因为它解决了讲西班牙语的拉丁语社区对经济流动性的重大障碍（即，参加STEM的人员流失率很高）。经过一些修改（例如，持续时间更长），该程序可以作为在其他学校或学术环境中进行干预的模型。