Assessing STEM Outreach for historically marginalized groups in engineering: STEM/engineering identity and role models

Evaluating outreach efforts can include measuring changes in factors such as Engineering or STEM Identity. STEM/Engineering Identity involves an internal feeling of belonging and recognition from others (e.g., family, teachers). Strong STEM/Engineering Identity is associated with entering STEM careers. This pilot study examines one large outreach program to determine: are there changes in STEM or Engineering Identity after a weeklong day-camp? Are there differences associated with gender, age, race, or intersectional identities, and/or having role models or parents in engineering? Elementary campers (grades 4-7), high school campers and volunteer Junior Instructors (both grades 8-12) were surveyed pre- and post-camp. We measured STEM Identity for elementary campers and Engineering Identity for teenagers through validated survey measures. Teenagers were also asked about role models, having parents in engineering, and career goals. While there were small increases in STEM/Engineering Identity, participants generally started with high STEM/Engineering Identity and frequently had role models in engineering.