Latinas' Perceptions of Features of an OST STEM Program that Create a Supportive STEM Learning Context: A Qualitative Case Study

This study developed and implemented an out-of-school (OST) STEM program, which aimed to introduce more underrepresented girls into the fields of STEM through projects involving robotics, computer programming, and graphic design. Utilizing a qualitative research design, the study investigated the learning experiences of forty-one underrepresented minority girls, ranging from middle to high school (grades 6–12), all of whom have engaged in this program for more than two academic years. The results revealed the OST program benefits girls by creating a conducive learning environment, encouraging STEM participation, and facilitating meaningful interactions with adult mentors. Following the Social Cognitive Career Theory (SCCT) model, the study further explored how participants' learning experiences shaped their career interests in STEM fields. Key factors include engaging conversations with professionals, collaborative opportunities, and the integration of diverse subjects. This study provides important insights into tactics for encouraging STEM engagement among underrepresented minority girls and highlights the pivotal role of the OST program in addressing gender disparities and offers valuable insights into strategies for fostering STEM engagement among underrepresented minority girls.