Informal Science, Technology, Engineering and Math Learning Conditions to Increase Parent Involvement With Young Children Experiencing Poverty

Authors

Tricia A Zucker
Gloria Yeomans Maldonado
Michael Assel
Cheryl McCallum
Cindy Elias
John M Swint
Lincy Lal

Publication Date

1-1-2022

Journal

Frontiers in Psychology

Abstract

Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program for increasing parent involvement in STEM learning. This informal STEM, family engagement program was offered in 20 schools where 92% of students received free/reduced lunch. The core treatment included a series of family education workshops, text messages, and family museum passes. The workshops were delivered at school sites by museum outreach educators. We randomly assigned schools to business-as-usual control or one of three additive treatment groups. Using an additive treatment design, we provided the core program in Treatment A, we added take-home STEM materials in Treatment B, and added materials + parent monetary rewards in Treatment C. The primary outcome was parent involvement in STEM (

Keywords

parent involvement, informal STEM, pre-kindergarten, family engagement, museum

Comments

Supplementary Materials

PMID: 36438349