Unveiling Lasting Impact: A Cultural‐Historical Activity Theory Perspective on Original Participants in an Afterschool <scp>STEM</scp> Club

ABSTRACT The Girls Excelling in Math and Science (GEMS) club is a long‐standing afterschool STEM program (1994–present). The study investigates the features of GEMS by exploring retrospective experiences of a group of original GEMS girls (OGGs) who attended GEMS in 1994–1995. Survey data were collected from 14 OGGs and in‐depth interview data from nine OGGs. By applying the activity theory model, the study unpacks the six elements including tools and signs, subject, object, rules, community, and division of labor‐to achieve a comprehensive understanding of GEMS. The findings reveal the impacts of GEMS on the OGGs, both short‐term in their engagement in mathematics and science, and long‐term in changes to their viewpoint and level of confidence in these two subjects. The analyzed features of GEMS, as a long‐standing program, have the potential to provide valuable insights that can inform the development of current and future initiatives for promoting girls' and women's participation in STEM fields.