Summer Pre-Engineering Program Builds Student Confidence and Motivates Interest in STEM

Examining changes in confidence, identity, and attitudes toward science, technology, engineering, and mathematics (STEM) careers among Latina/o middle and high school students who are at-risk and low-income is essential for promoting equitable educational opportunities.Conducting thorough data collection from community-based STEM programs helps us understand these changes and can guide targeted interventions that empower students in their academic journeys.This quantitative study investigates the effects of an intensive summer pre-engineering program tailored for middle and high school students in a large urban center in San Antonio, Texas.The Manuel P. Berriozabal Prefreshman Engineering Program (PREP) summer program primarily serves students from low-income communities.PREP is predicated on a comprehensive model integrating academic development, career exploration, cultural understanding, and active learning within the STEM (Science, Technology, Engineering, and Mathematics) disciplines.This research is based on the self-reported feedback of over 300 student participants from one summer season of PREP, aged 11 to 17 years, and enrolled in grades 7 through 12 from multiple surrounding local school districts.We aim to address two primary research questions: 1) To what extent do students report changes in their confidence and identity as aspiring STEM professionals? and 2) To what extent do students report changes in their attitudes regarding learning STEM content?The sample included approximately 12.3% White non-Hispanic students, 38.4% from other racial/ethnic backgrounds, and 49.3% Hispanic students.Preliminary analyses were conducted evaluating pre-and postprogram survey data.Initial findings indicate that participation in the program significantly bolstered students' confidence in their academic competencies, fostered a preference for collaborative learning environments, and enhanced their attitudes toward STEM content, particularly regarding mathematical skills.These results suggest that immersive STEM experiences, such as the multi-