Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
We report early findings on the efficacy of a technology-based
project in increasing self-identification for girls and underserved
youth to self-select STEM (science, technology, engineering,
and mathematics) careers. ITEAMS (Innovative Technology-
Enabled Astronomy for Middle Schools) – an out-of-schooltime
program with online, robotic telescopes as its central focus
– targets girls and minority students underrepresented in STEMrelated
vocations. The participating students attend urban
schools in Eastern Massachusetts. ITEAMS’ twofold goal is to:
a) provide inspiration for the participants to pursue STEM
careers, and b) increase the students’ mastery of foundational
subject matter so they are prepared for the rigor of further
STEM study. We use an online system for surveys and
assessments, the former to capture attitudinal changes about
career choices, and the latter to assess the students’ subject
matter knowledge. Participating students take pre-,
intermediate, and post subject-matter tests and career-interest
surveys. While we find statistically significant gains in subject
matter knowledge free of gender, race, or school bias, we also
find girls profess less interest than boys in STEM careers as
early as grades five and six, although other attitudinal indicators
suggest ways to reverse that trend.
