Unleashing Girls' Potential Through <scp>STEM</scp> Exploration

ABSTRACT This study explores the impact of the Hands‐On Learning Activity (HOLA) Girls in Engineering, Math, and Science (Gems) program, a targeted STEM initiative designed to empower fifth‐grade girls from diverse backgrounds. Grounded in Bandura's Social Cognitive Theory and Hidi and Renninger's Four‐Phase Model of Interest Development, the study investigates how early STEM exposure influences participants' self‐efficacy, interest, and career aspirations in traditionally male‐dominated STEM fields. Utilizing a mixed qualitative approach that integrates phenomenological and case study methodologies, the research analyzes data collected from 20 participants at an Eastern Pennsylvania School. Findings indicate that the HOLA Gems program significantly enhanced participants' interest in STEM, fostered empowerment, and increased self‐esteem, ultimately shifting their career aspirations. Participants demonstrated an increased sense of belonging, improved confidence in STEM abilities, and a willingness to challenge gender‐based stereotypes. The study underscores the importance of early and sustained STEM interventions to foster long‐term engagement and mitigate barriers for underrepresented groups. Recommendations for educators and policymakers include integrating engineering design processes, creating supportive learning environments, and prioritizing culturally relevant curricula. These findings contribute to the growing body of research advocating for gender‐inclusive STEM education and highlight the need for expanded, equity‐driven STEM initiatives at the elementary level.