Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging.
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and...
| Published in: | Journal of Youth & Adolescence Vol. 52; no. 2; pp. 331 - 344 |
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| Main Authors: | , , , , , , , , , , , , , , , |
| Format: | Article |
| Published: |
Springer Nature
Feb2023
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=161327543&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 161327543 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Feb2023 vid: 52 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 161327543 10.1007/s10964-022-01694-2 ppf: 331 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 671KB tig: atl: Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging. aug: au: Zhao, Mengya Mathews, Channing J. Mulvey, Kelly Lynn Hartstone-Rose, Adam McGuire, Luke Hoffman, Adam J. Winterbottom, Mark Joy, Angelina Law, Fidelia Balkwill, Frances Burns, Karen P. Butler, Laurence Drews, Marc Fields, Grace Smith, Hannah Rutland, Adam affil: University of Exeter, Exeter, UK North Carolina State University, Raleigh, NC, USA Cornell University, Ithaca, NY, USA University of Cambridge, Cambridge, UK Centre of the Cell, Queen Mary University of London, London, UK Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA Thinktank Science Museum, Birmingham, UK EdVenture, Columbia, SC, USA Riverbanks Zoo & Garden, Columbia, SC, USA The Florence Nightingale Museum, London, UK su: United States United Kingdom Vocational guidance Attitude (Psychology) Cultural pluralism Group identity Race Sex distribution Psychology of high school students Student attitudes Ethnic groups Technology Social integration Adolescence Pre-tests & post-tests Engineering Mathematics Descriptive statistics Research funding Path analysis (Statistics) Science Longitudinal method sug: subj: Vocational guidance Attitude (Psychology) Cultural pluralism Group identity Race Sex distribution Psychology of high school students Student attitudes Ethnic groups Technology Social integration Adolescence United States United Kingdom Vocational Rehabilitation Services Pre-tests & post-tests Engineering Mathematics Descriptive statistics Research funding Path analysis (Statistics) Science Longitudinal method keyword: Belonging Career development Inclusion Inclusivity Informal science Social identity Belonging Career development Inclusion Inclusivity Informal science Social identity ab: Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M = 15.27, SD = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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