Intention to Participate in After-school Dance of Middle School Students and Gender Differences: Application of the Theory of Planned Behaviour

2021 ◽  
Vol 23 (1) ◽  
pp. 123-131
Author(s):  
Jae-Sung Seo
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Middle School Students ◽  
Theory Of Planned Behaviour ◽  
After School ◽  
School Students ◽  
Planned Behaviour ◽  
Intention To Participate ◽  
And Gender

Authentic Science with Dissemination Increases Self-Efficacy of Middle School Students

2019 ◽  
Vol 59 (6) ◽  
pp. 1497-1508
Author(s):  
E Dale Broder ◽  
Katie E Guilbert ◽  
Robin M Tinghitella ◽  
Shannon M Murphy ◽  
Cameron K Ghalambor ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
After School ◽  
Stem Careers ◽  
School Students ◽  
Homogeneous Groups ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Abstract Ethnically and gender diverse groups are more efficient, creative, and productive than homogeneous groups, yet women and minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce. One contributor is unequal access to high-quality STEM education based on socioeconomic status and race, which we may be able to address through inquiry-based out-of-school time programs. Here we describe a 6-month after-school program that allows an underrepresented community of middle school students to conduct original scientific research that they present at a conference each year. Through qualitative assessments and interviews, we found a trend for increased interest in STEM careers and self-efficacy in participants. Self-efficacy, or belief in one’s ability to succeed, predicts performance and persistence in STEM. Both self-efficacy and interest in STEM careers increased after students presented their research at a conference, highlighting the unexplored importance of dissemination for shaping self-efficacy in K-12 students. Small after-school programs like ours can be easily accomplished as broader impacts by scientists, and well-designed programs have the potential to positively affect change by increasing access and participation in STEM for diverse students.

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