Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

M. Zhao; C.J. Mathews; K.L. Mulvey; A. Hartstone-Rose; L. McGuire; A.J. Hoffman; M. Winterbottom; A. Joy; F. Law; F. Balkwill; K.P. Burns; L. Butler; M. Drews; G. Fields; H. Smith; A. Rutland

doi:10.1007/s10964-022-01694-2

Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

M. Zhao^*
, C.J. Mathews
, K.L. Mulvey
, A. Hartstone-Rose
, L. McGuire
, A.J. Hoffman
, M. Winterbottom
, A. Joy
, F. Law
, F. Balkwill
, K.P. Burns
, L. Butler
, M. Drews
, G. Fields
, H. Smith
, A. Rutland

^*Corresponding author for this work

School of Education

Research output: Contribution to journal › Article (Academic Journal) › peer-review

18 Citations (Scopus)

Abstract

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 age = 15.27, SD age = 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.

Original language	English
Pages (from-to)	331-343
Number of pages	13
Journal	Journal of Youth and Adolescence
Volume	52
Issue number	2
Early online date	7 Nov 2022
DOIs	https://doi.org/10.1007/s10964-022-01694-2
Publication status	Published - 1 Feb 2023

Bibliographical note

Funding Information:
This work is funded by Wellcome Trust and the Economic and Social Research Council (206259/Z/17/Z) and National Science Foundation (DRL-1831593).

Funding Information:
This research was funded in the United States by the National Science Foundation [Grant Number: DRL-1831593] and collaboratively in the United Kingdom by the Wellcome Trust and the Economic and Social Research Council [Grant Number: 206259/Z/17/Z]. The authors would like to thank the youth who participated in the study. For the purpose of open access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission.

Publisher Copyright:
© 2022, Crown.

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Zhao, M., Mathews, C. J., Mulvey, K. L., Hartstone-Rose, A., McGuire, L., Hoffman, A. J., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K. P., Butler, L., Drews, M., Fields, G., Smith, H., & Rutland, A. (2023). Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging. Journal of Youth and Adolescence, 52(2), 331-343. https://doi.org/10.1007/s10964-022-01694-2

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title = "Promoting Diverse Youth{\textquoteright}s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging",

abstract = "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 age = 15.27, SD age = 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{\textquoteright}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{\textquoteright}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.",

author = "M. Zhao and C.J. Mathews and K.L. Mulvey and A. Hartstone-Rose and L. McGuire and A.J. Hoffman and M. Winterbottom and A. Joy and F. Law and F. Balkwill and K.P. Burns and L. Butler and M. Drews and G. Fields and H. Smith and A. Rutland",

note = "Funding Information: This work is funded by Wellcome Trust and the Economic and Social Research Council (206259/Z/17/Z) and National Science Foundation (DRL-1831593). Funding Information: This research was funded in the United States by the National Science Foundation [Grant Number: DRL-1831593] and collaboratively in the United Kingdom by the Wellcome Trust and the Economic and Social Research Council [Grant Number: 206259/Z/17/Z]. The authors would like to thank the youth who participated in the study. For the purpose of open access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. Publisher Copyright: {\textcopyright} 2022, Crown.",

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Zhao, M, Mathews, CJ, Mulvey, KL, Hartstone-Rose, A, McGuire, L, Hoffman, AJ, Winterbottom, M, Joy, A, Law, F, Balkwill, F, Burns, KP, Butler, L, Drews, M, Fields, G, Smith, H & Rutland, A 2023, 'Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging', Journal of Youth and Adolescence, vol. 52, no. 2, pp. 331-343. https://doi.org/10.1007/s10964-022-01694-2

TY - JOUR

T1 - Promoting Diverse Youth’s Career Development through Informal Science Learning

T2 - The Role of Inclusivity and Belonging

AU - Zhao, M.

AU - Mathews, C.J.

AU - Mulvey, K.L.

AU - Hartstone-Rose, A.

AU - McGuire, L.

AU - Hoffman, A.J.

AU - Winterbottom, M.

AU - Joy, A.

AU - Law, F.

AU - Balkwill, F.

AU - Burns, K.P.

AU - Butler, L.

AU - Drews, M.

AU - Fields, G.

AU - Smith, H.

AU - Rutland, A.

N1 - Funding Information: This work is funded by Wellcome Trust and the Economic and Social Research Council (206259/Z/17/Z) and National Science Foundation (DRL-1831593). Funding Information: This research was funded in the United States by the National Science Foundation [Grant Number: DRL-1831593] and collaboratively in the United Kingdom by the Wellcome Trust and the Economic and Social Research Council [Grant Number: 206259/Z/17/Z]. The authors would like to thank the youth who participated in the study. For the purpose of open access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. Publisher Copyright: © 2022, Crown.

PY - 2023/2/1

Y1 - 2023/2/1

N2 - 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 age = 15.27, SD age = 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.

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 age = 15.27, SD age = 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.

UR - https://www.scopus.com/pages/publications/85141544075

U2 - 10.1007/s10964-022-01694-2

DO - 10.1007/s10964-022-01694-2

M3 - Article (Academic Journal)

C2 - 36344878

SN - 0047-2891

VL - 52

SP - 331

EP - 343

JO - Journal of Youth and Adolescence

JF - Journal of Youth and Adolescence

IS - 2

ER -

Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

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