Short-term informal learning programs can help bridge the gap in gender representation in STEM

Females have historically been underrepresented in STEM fields, and many report self-doubt and lack of confidence as a barrier to careers in STEM. Experiences should be designed that improve girls' their STEM abilities and confidence in STEM knowledge. This study observed a short-term informal learning experience, the program My Community, Our Earth Youth TechCamps (TechCamps). TechCamps aims to achieve awareness, confidence, and knowledge in geosciences and geospatial technologies related to the environment and climate change. While TechCamps is gender-inclusive, it strives to bridge the gap of gender representation in STEM fields by exposing female secondary learners to these fields. The researchers evaluated the effectiveness of the TechCamps program design in increasing all students' confidence, knowledge, interest, and abilities in STEM. The researchers also evaluated how the outcomes were experienced differently by female participants.

TechCamps were designed by the researchers to be a student-centered, female-instructed, short-duration, team project learning experience in an exchange country. Students were immersed in communities to learn about the local impacts of climate change. The goal of this program was to increase student's knowledge about the nature of the local sites, improve geographic technology skills, and learn how to apply technology to practice. TechCamps incorporated multiple learning elements, including student-led teams, peer-instruction, role models, and field trips. Utilizing multiple learning elements has been shown to influence girls' STEM confidence and interest by uniquely catering to each individual. The aim of TechCamps is to expose all students to the environmental field, with a particular emphasis on female learners; thus, TechCamps draw on multiple learning elements. Using multiple learning elements takes reinforcing steps to increase the prospect of improved confidence in students and reduce the gender gap in the environmental field and geospatial technologies.

Students ages 15-18 years old participated in the U.S.-based TechCamps in three countries; Panama, Bolivia, and South Africa. Participants included 30 U.S. students and 86 international students. Of the U.S. group, 63% were female students, and the international group was composed of 55% female students. The participants completed a survey before the TechCamps, immediately after they returned, and a final survey nine months later. The survey contained questions on environmental knowledge, attitudes, and perspectives on the experience. A total of 29 students completed the pre-trip survey, 15 completed the survey directly after the trip (post-survey), and 24 completed the final survey. The researchers analyzed survey responses among all participants and between genders for common themes.

In the post-survey, the researchers found that participants, both male and female, showed growth in their confidence and ability to use geospatial technologies, their knowledge of climate change, and their understanding of the benefits of science to society. The largest increase was in participants' understanding of global climate change effects, showing the importance of the immersive, real-world experience TechCamps provided. The researchers found in the final survey that most gains were maintained and, in some instances, had increased over time. Participants appeared excited about the new skills they learned and even shared them with their home community.

Before the TechCamps program, survey results showed a difference between female and male participants in their perceived ability to use geospatial technologies. In the post-survey, it was found that there were no differences among males and females. This suggests that the TechCamps were successful in increasing female participants' confidence in using technology to match that of the male participants. The researchers suggest that this is due to the TechCamps design being oriented toward learning styles of female students, including incorporating multiple learning elements and having female teachers as role models for the female students. The female participants increased their understanding of GIS from the pre-survey to the final survey whereas the male participants did not.

There are limitations to this study. The sample size of the study was small which did not allow for comparison of students from different countries or students from the same country. The small sample size limited comparing of responses among genders. Additionally, the three surveys had different response rates, therefore not all views were represented across the three surveys.

The researchers recommend incorporating many learning elements, such as including student-led teams, peer-instruction, role models, and field trips into informal learning opportunities to ensure the program advances confidence and participation in all students, especially female students. Additionally, the researchers suggest that short-term informal learning programs follow the format of TechCamps. Particularly, the positive effects multiple learning elements had on female students shows a way to help reduce the gender gap in the environmental field and geospatial technologies.