Skip to main content
Log in

Breaking Barriers: Evaluating a Pilot STEM Intervention for Latinx Children of Spanish-Speaking Families

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Data Availability

Data and program materials available upon request.

References

Download references

Acknowledgements

This research was supported by the University of Denver (DU) Latinx Center and the DU Center for Community Engagement to Advance Scholarship and Learning.

Funding

This study was funded by the University of Denver Latinx Center and the Center for Community Engagement to Advance Scholarship at the University of Denver.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Julia Roncoroni.

Ethics declarations

Ethics Approval

Approval was obtained from the University of Denver Institutional Review Board. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

Consent to Participate

Informed consent was obtained from all individual participants include in the study.

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Roncoroni, J., Hernandez-Julian, R., Hendrix, T. et al. Breaking Barriers: Evaluating a Pilot STEM Intervention for Latinx Children of Spanish-Speaking Families. J Sci Educ Technol 30, 719–731 (2021). https://doi.org/10.1007/s10956-021-09914-3

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-021-09914-3

Keywords

Navigation