| Sumario: | We examine the impact of a STEM‐focused experiential education program on a range of outcomes, including interest in science, technology, engineering, and mathematics (STEM), self‐esteem, career aspirations, gender attitudes, and academic engagement among young adolescents in Tanzania. The intervention resulted in several positive changes, including increased study hours, enhanced self‐esteem, and stronger interest in STEM fields. For girls, it also led to less traditional gender attitudes, largely driven by perceived improvements in labor market opportunities. We conduct an exploratory analysis to assess the fadeout of these effects and find that the effects for boys remain generally stable, whereas some effects for girls diminish over time.
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