Urban Underrepresented Youths’ Positive Experiences in an Informal Science Education Program
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Making informal science education relevant and meaningful to students from low-income or ethnically minority groups is becoming an important issue in informal science education. However, there are only a few empirical studies about pedagogical approaches on the positive experiences of youth from minority and low-income families in informal science education settings. This study was conducted in an out-of-school science program for urban underrepresented youth in the United States. The main purpose of this study is to understand the youths’ lived experience and personal history and how these factors meaningfully shape their experience in the program. Based on the understandings of the youths’ lived experience in the program, the researcher describes what pedagogical approaches of the program make it more meaningful and relevant for them. By choosing culturally relevant pedagogy (or CRP) as a framework, it was found that the program’s pedagogical approaches which support; 1) community building through learning and teaching science together and 2) treating young people as professionals are deeply related to the youths’ positive experiences in the program and positive outcomes such as improving interests in science, self-esteem, social skills and identity as an active member in society.
Abstract
Making informal science education relevant and meaningful to students from low-income or ethnically minority groups is becoming an important issue in informal science education. However, there are only a few empirical studies about pedagogical approaches on the positive experiences of youth from minority and low-income families in informal science education settings. This study was conducted in an out-of-school science program for urban underrepresented youth in the United States. The main purpose of this study is to understand the youths’ lived experience and personal history and how these factors meaningfully shape their experience in the program. Based on the understandings of the youths’ lived experience in the program, the researcher describes what pedagogical approaches of the program make it more meaningful and relevant for them. By choosing culturally relevant pedagogy (or CRP) as a framework, it was found that the program’s pedagogical approaches which support; 1) community building through learning and teaching science together and 2) treating young people as professionals are deeply related to the youths’ positive experiences in the program and positive outcomes such as improving interests in science, self-esteem, social skills and identity as an active member in society.
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