Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization

Abstract

This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, development, and educational resilience of high-achieving high school students of color. Students highlighted that a key aspect of the program was the cultivation of what we termed a “culture of transformation.” Using a multi-year study (2016–2019), we completed 72 interviews and conducted in-depth qualitative analysis across six cohorts of students (n = 37). In this article, we propose an expanded conceptual model of college socialization for students of color that leverages their engagement with (1) equitable resources, (2) relevant opportunities, (3) diverse knowledge, and (4) meaningful relationships. The relationship between early STEM-M career interest and youth socialization in related out-of-school activities that address larger societal inequities in school success and life and career outcomes warrants further study.

Keywords

achievement diversity enrichment extracurricular high school professional development qualitative study STEM summer programs

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