NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1095940
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: ERIC
"I Could See Myself as a Scientist": The Potential of Out-of-School Time Programs to Influence Girls' Identities in Science
Riedinger, Kelly; Taylor, Amy
Afterschool Matters, n23 p1-7 Spr 2016
Out-of-school time (OST) programs like the Coastal Ecology science camp can positively influence science identities, particularly for youth from groups historically underserved and underrepresented in science, technology, engineering, and math (STEM). OST STEM programming gives youth opportunities to learn science outside the formal classroom in such settings as afterschool programs, science camps, outreach programs, internships, and scouting. OST science programs often do not formally assess participants or assign grades. They provide opportunities for authentic, meaningful learning that may be more comfortable for some youth than school curricula. Further, OST programs may give youth access to resources and to scientific practices and tools not typically available in classrooms. This access may be especially important for youth from underresourced schools. Many programs allow youth to explore science in ways that support their identities. The study presented in this article explored how the Coastal Ecology science camp helped participants, specifically girls, develop science identities. It also studied how the girls' social interactions supported their identities as learners of science.
National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A