This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants’ attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-post survey data (n = 234) over the course of an afterschool program at three separate sites. Data

Chapter 11 in M. Urban and D. Falvo (Eds) Improving K-12 STEM Education Outcomes through Technological Integration. IGI Global: Hershey, PA.Book description: The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. "Improving K-12 STEM Education Outcomes through Technological Integration" focuses

Using consensual qualitative research, the study examines urban high school students’ reactions to a science, technology, engineering, and math (STEM) enrichment/career development program, their resources and barriers, their perspectives on the impact of race and gender on their career development, and their overall views of work and their futures. The sample included nine students who participated in a semistructured interview at the end of the 2-week summer program and again 12–18 months later. The results indicate that the students continued to explore STEM fields after the summer program