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Using Add Health data, results indicate a STEM achievement gap between participants and non-participants, varying by poverty status and race–poverty interaction rather than gender or race alone.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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test between STEM clubs and student outcomes?","Question",{"text":62,"@type":63},"It tests whether math club participation influences math GPA and whether science club participation influences science GPA, and whether participation associates with selecting a STEM major in college.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What data source does the study use?",{"text":67,"@type":63},"The study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships.",{"name":69,"@type":60,"acceptedAnswer":70},"What factors explain differences in the STEM achievement gap?",{"text":71,"@type":63},"The results suggest differences are distinguishable by poverty status and by the interaction between race and poverty status, even though they are not differentiated by gender or race/ethnicity in most respects.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601666,1792105806,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>epaa\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>aape |\n| --- | --- |\n| Arizona State University |  |\n| Volume 21 Number 79 October 7th, 2013 ISSN 1068-2341 |  |\n\nSTEM Club Participation and STEM Schooling Outcomes  \nMichael A. Gottfried  \nLoyola Marymount University  \n&  \nDarryl N. Williams  \nTufts University  \nU.S.A  \nCitation: Gottfried, M. A. & Williams, D. (2013) . STEM Club Participation and STEM Schooling Outcomes. Education Policy Analysis Archives, 21 (79) Retrieved [date],  \nfrom [http://epaa.asu.edu/ojs/article/view/1361](http://epaa.asu.edu/ojs/article/view/1361)  \nAbstract: To develop a more robust understanding of the relationship between non-formal, schoolbased STEM activities and students’success and persistence in STEM fields, this study evaluateshow math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.  \nKeywords: math club; science club; STEM  \nParticipación en clubes de Ciencias, Tecnologías, ingenierías y matemáticas (STEM) y Rendimiento escolar en STEM  \nResumen: Para llegar a una comprensión más sólida de la relación entre las actividades extraescolares en el área STEM realizadas las escuelas y el éxito y la persistencia de estudiantes en los  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 3/5/2013  \nFacebook: /EPAAA Revisions received: 6/21/2013  \nTwitter: @epaa_aape Accepted: 6/24/2013  \nEducation Policy Analysis Archives Vol. 21 No. 79 2  \ncampos de STEM, este estudio evalúa la participación en clubes de matemáticas influye en las calificaciones de matemáticas y cómo la participación en clubes de ciencias influye en las calificaciones de ciencias. Además, este estudio evalúa cómo la participación en clubes de matemáticas o la ciencia se asocia con la probabilidad de seleccionar un campo STEM en la universidad. Utilizando los datos del Estudio Longitudinal Nacional de Salud Adolescente (Add Health) para examinar estas relaciones, los resultados sugieren que existe una brecha en el rendimiento y la persistencia STEM entre estudiantes que participan y no participan en actividades extraescolares relacionados con STEM. Mientras que, en su mayor parte, los resultados no fueron diferenciadas por sexo o raza / etnia en sí, en realidad eran distinguibles por la situación de pobreza y de la interacción entre la raza y la condición de pobreza.  \nPalabras clave: club de matemáticas, club de ciencias; STEM  \nParticipação nos clubes de ciência, tecnologia, engenharia e matemática (STEM) edesempenho escolar STEM  \nResumo: Para se ter uma compreensão mais sólida da relação entre as atividades extracurriculares realizadas nas áreas de STEM nas escolas e o sucesso e persistência dos alunos em áreas STEM, este estudo avalia si a participação em clubes de matemáticainfluências as qualificações em matemática e como participação em clubes de ciênciainfluenciar qualificações científicas. Além disso, este estudo avalia si a participação emclubes de matemática ou de ciências está associada com a probabilidade de selecionar um campo STEM na faculdade. Usando dados do Estudo Nacional Longitudinal de Saúde do Adolescente (Add Health) para examinar essas re","cbCairwiLv5r8E3g","https://ap.wps.com/l/cbCairwiLv5r8E3g","pdf",610952,27,"English","# Introduction\n# Abstract\n# Keywords","[{\"question\":\"What relationship does the study test between STEM clubs and student outcomes?\",\"answer\":\"It tests whether math club participation influences math GPA and whether science club participation influences science GPA, and whether participation associates with selecting a STEM major in college.\"},{\"question\":\"What data source does the study use?\",\"answer\":\"The study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships.\"},{\"question\":\"What factors explain differences in the STEM achievement gap?\",\"answer\":\"The results suggest differences are distinguishable by poverty status and by the interaction between race and poverty status, even though they are not differentiated by gender or race/ethnicity in most respects.\"}]","STEM Club Participation and STEM Schooling Outcomes - Article Abstract | PDF",1792093202,68]