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<p>Early exposure to science, technology, engineering, and mathematics (STEM) can inspire children from medically underserved areas and populations (MUA/P) to pursue health and biomedical careers, helping reduce long-term cancer disparities. The Georgetown University Lombardi Comprehensive Cancer Center and KID Museum co-developed the Young Scholars Program (YSP) to engage elementary students from Title I schools in the Washington, DC region, in hands-on learning about cancer biology and prevention through a maker education approach. This study evaluated the YSP’s impact on students’ inventive learning, sense of belonging in STEM, and STEM interest using mixed methods. During the 2024–2025 school year, <i>N</i> = 432 students from four Title I schools participated. Most identified as Black (35%) or Latine (53%), and 49% were female. Among program attendees, <i>N</i> = 306 completed exit tickets, <i>N</i> = 224 returned evaluation surveys, and <i>N</i> = 184 had exit tickets matched to surveys. Post-program, nearly all students reported practicing as a scientist (99%) or engineer (98%). Knowledge of cancer biology and prevention was high, with 88–96% answering key questions correctly. Students endorsed strong inventive learning (90%), belonging in STEM (92%), and STEM interest (81%). Among students with matched data, those who reported practicing as scientists or engineers showed significantly greater inventive learning (F = 16.19, <i>p</i> &lt; 0.001), belonging (F = 9.65, <i>p</i> = 0.002), and STEM interest (F = 4.75, <i>p</i> = 0.03). Qualitative reflections (<i>N</i> = 284 responses) most frequently described initiative (48%), followed by skill building (19%), teamwork (17%), perspective-taking (11%), and exploration (5%). The YSP strengthened students’ STEM identity, comprehension of cancer concepts, and engagement in maker learning. Hands-on, culturally relevant instruction fostered initiative, collaboration, and belonging. Community-based STEM programs like the YSP show promise for advancing early STEM engagement and diversifying the future biomedical workforce.</p>

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Outcomes from a STEM Education Program for Elementary School Students in Medically Underserved Areas and Populations

  • 期刊论文

  • 发表日期：

    2026年1月28日

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  • Muriel R. Statman,
  • Ethan N. Eisenstein,
  • Madeleine Brown,
  • Marcelo M. Sleiman Jr.,
  • Rebecca B. Riggins,
  • Jackie Eyl,
  • Dorothy Jones-Davis,
  • Liza Manfred,
  • Dia Stone,
  • Catherine J. Scharon,
  • Laurel Harrington,
  • Chiranjeev Dash,
  • Kenneth P. Tercyak

摘要

Early exposure to science, technology, engineering, and mathematics (STEM) can inspire children from medically underserved areas and populations (MUA/P) to pursue health and biomedical careers, helping reduce long-term cancer disparities. The Georgetown University Lombardi Comprehensive Cancer Center and KID Museum co-developed the Young Scholars Program (YSP) to engage elementary students from Title I schools in the Washington, DC region, in hands-on learning about cancer biology and prevention through a maker education approach. This study evaluated the YSP’s impact on students’ inventive learning, sense of belonging in STEM, and STEM interest using mixed methods. During the 2024–2025 school year, N = 432 students from four Title I schools participated. Most identified as Black (35%) or Latine (53%), and 49% were female. Among program attendees, N = 306 completed exit tickets, N = 224 returned evaluation surveys, and N = 184 had exit tickets matched to surveys. Post-program, nearly all students reported practicing as a scientist (99%) or engineer (98%). Knowledge of cancer biology and prevention was high, with 88–96% answering key questions correctly. Students endorsed strong inventive learning (90%), belonging in STEM (92%), and STEM interest (81%). Among students with matched data, those who reported practicing as scientists or engineers showed significantly greater inventive learning (F = 16.19, p < 0.001), belonging (F = 9.65, p = 0.002), and STEM interest (F = 4.75, p = 0.03). Qualitative reflections (N = 284 responses) most frequently described initiative (48%), followed by skill building (19%), teamwork (17%), perspective-taking (11%), and exploration (5%). The YSP strengthened students’ STEM identity, comprehension of cancer concepts, and engagement in maker learning. Hands-on, culturally relevant instruction fostered initiative, collaboration, and belonging. Community-based STEM programs like the YSP show promise for advancing early STEM engagement and diversifying the future biomedical workforce.