Using PVEST as a Framework to Understand Minoritized Youths’ Perceptions of STEM Opportunities

Abstract

Ethnic-racial inequalities persist in learning opportunities related to science, technology, engineering, and mathematics (STEM) and contribute to the underrepresentation of racial minorities in STEM-related careers. Previous research has explored different ecological contexts in relation to youth development; however, perspectives from minoritized youth about STEM programming are an underexplored element in relation to STEM equity. Utilizing the Phenomenological Variant Ecological Systems Theory as our framework, this study examines how minoritized youth perceive barriers and facilitators to accessing STEM programs across different ecological contexts. Data for this qualitative community-based, youth-led research study consisted of six focus groups. Participants (N = 55) ranged in age from 13 to 24 years old. Findings highlight the often-overlooked exosystem as a critical influence on adolescents’ perceptions of STEM opportunities and academic success. Furthermore, minoritized youth are perceiving disproportional rates of negative barriers compared to facilitators in accessing STEM programming. Directions for future research and policy is discussed.

Keywords

STEM equity STEM programming phenomenological variant ecological systems theory community based participatory research

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