The Effectiveness of Using Near-peer Role Models and Mentoring: A phenomenological reflection on STEM for Success

• DOI: https://doi.org/10.22533/at.ed.7892411044

• Palavras-chave: -

• Keywords: STEM Education, Broader Participation, Collective Impact, Elementary Education, Women in STEM, Co-design, Professional Development, Convergence Approach, Underrepresented Groups, Trans-disciplinary Communication, Phenomenological Research.

• Abstract: The LiFE project is a National Science Foundation-funded initiative that aims to promote STEM interest among girls in grades 2 through 6 in seven school districts in New Jersey. The project utilized a collective impact approach and involved stakeholders in designing and implementing activities, which included professional development experiences, STEM club support, and student showcases. Despite COVID-19 challenges, the project provided online STEM demonstrations and produced freely available digital resources. The project's after-school opportunities are crucial in engaging girls in STEM activities and developing 21st-century skills. The project's mission continues through STEM for Success, which provides positive STEM experiences for girls in elementary grades and collaborates with other organizations to promote STEM education. The LiFE project can serve as a model for organizations seeking to promote STEM interest among girls in elementary school.