Restoration, identity, and inclusion: exploring gender and ethnic differences in <scp>STEM</scp> engagement through a place‐based learning experience

Abstract Introduction Efforts to diversify participation in science, technology, engineering, and mathematics (STEM) fields increasingly highlight the value of weaving Indigenous knowledge systems into science education. Indigenous and Local Knowledge (ILK) offers insight into sustainable practices while potentially fostering a stronger sense of belonging among Indigenous and non‐Indigenous students. However, empirical research on the impact of brief educational experiences that include ILK remains limited. Objectives We examined the effects of a short tour of a habitat restoration site on undergraduate students' environmental attitudes, science identity, self‐efficacy, science values, and sense of belonging. Methods Participants were enrolled in diverse majors in Hawaiʻi and were randomly assigned to one of two tours: a conventional science tour or an Indigenous‐blended science tour that wove ILK into the tour. Pre‐ and post‐tour surveys assessed shifts in the outcome variables, while demographic data allowed analysis of gender, ethnicity, and prior science exposure. Results Tour participation significantly improved students' science identity, self‐efficacy, and sense of belonging, regardless of the tour type. Neither tour influenced environmental attitudes or science values. These results suggest that even brief, structured outreach can support key science‐related attitudes—known predictors of persistence in STEM. Including ILK did not produce additive effects in this short format. We observed significant variation across demographic groups: males scored higher than females in science identity and values, while females exhibited stronger pro‐environmental attitudes. Native Hawaiian and Pacific Islander students reported higher science identity and self‐efficacy than other groups, suggesting that institutional and cultural contexts may shape science engagement.