Abstract
Mentoring programs have been intentionally designed to support Black and Latina girls in pursuing STEAM. Here, we examine how the support roles mentors play in an OST STEAM program relate to younger girls' imaginings of their own identities. Findings from surveys taken by middle-school girls and mentors indicate that by the end of the program year, girls showed more willingness to imagine themselves in various identities, relating to the support roles mentors most often played.
| Original language | English (US) |
|---|---|
| Title of host publication | International Collaboration toward Educational Innovation for All |
| Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
| Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 2126-2127 |
| Number of pages | 2 |
| ISBN (Electronic) | 9781737330653 |
| State | Published - 2022 |
| Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022 |
Publication series
| Name | Proceedings of International Conference of the Learning Sciences, ICLS |
|---|---|
| ISSN (Print) | 1814-9316 |
Conference
| Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
|---|---|
| Country/Territory | Japan |
| City | Virtual, Online |
| Period | 6/6/22 → 6/10/22 |
Funding
This study is based on work supported by the National Science Foundation (#1850505 and #1850543). We are especially grateful to the DYD youth, their parents and caring adults, DYD mentors and other staff, and the research and implementation teams across Northwestern and DePaul Universities for their contributions.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education