Theses and Dissertations Collection

Based on the findings of this doctoral research project, out-of-school science experiences targeting low-income and first-generation youth (LIFG) have the power to positively impact STEM career interest and science identity. This body of work contributes a program design case, research, and evaluation of an authentic science summer program designed for an Upward Bound Math Science (UBMS) program at the University of Idaho. Using a model of instructional design, I use the first article to outline the development of a watershed science-focused summer program designed for LIFG high school students, aligned with the UBMS goal of making science degrees/careers more accessible. In article two, I apply a model social influence theory to understand student integration into science at the program level, investigating science identity, self-efficacy, science values, and intention to pursue STEM as program outcomes using a convergent mixed method, quasi-experimental design. Finally, I conducted an exploratory case study evaluation in article three to provide a summary of the summer program in two parts: (a) a report on program effectiveness for facilitating accessibility of science degrees/careers; and (b) a discussion of recommendations and implications for future Upward Bound summer program improvement. I recommend that future programming and research develop strategies to address the barriers to STEM identified through this work including fixed mindsets, fixed theories of interest, and low academic achievement.