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The study identifies facilitators’ motivations and interests, clarifying perceived benefits and offering guidance for supporting undergraduate facilitators in university-community STEM programs.",{"@graph":14,"@context":73},[15,34,56],{"@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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does the study focus on undergraduates who facilitate afterschool STEM programs?","Question",{"text":63,"@type":64},"Many university-community programs rely on undergraduates as facilitators, but prior education research has emphasized youth participants more than the undergraduates who support them.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the STEMinist Program and who does it serve?",{"text":68,"@type":64},"The STEMinist Program began in 2016 through a partnership between a Southern California university and two local Girls Inc. chapters, exposing girls and nonbinary youth (ages 9–11) and teens (ages 12–18) to women and nonbinary scientists through STEM activities.",{"name":70,"@type":61,"acceptedAnswer":71},"How long and how are undergraduates involved in the program?",{"text":72,"@type":64},"The design required undergraduate facilitators to work with their participant groups for one hour each Wednesday for 20 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STEMinist Program  \nAlexandria Muller, Devon M. Christman, Mallory M. Rice, Fatima Soto-Apolinar,  \nSarah Hirsch, and Diana J. Arya  \nUndergraduate students are a critical resource for university-community programs that provide enriching learning opportunities for school-age youth who have limited exposure to science, technology, engineering, and math (STEM) . Many universities offer afterschool outreach programs that enable youth to interact with science faculty, and many such programs depend on undergraduates as facilitators. However, education research has focused on the youth served rather than on the undergraduates who facilitate the outreach programs.  \nTo study why undergraduates participate in youth programming, we conducted a qualitative exploration of the experiences and perspectives of women undergraduates who facilitated an afterschool program that engages girls and nonbinary youth with scientists and engineers of similar gender identities. We focused on identifying the motivations and interests of these undergraduate facilitators in an effort to understand their views about the potential benefits of participa-  \nALEXANDRIA MULLER is a graduate student in the Gevirtz Graduate School of Education at University of California Santa Barbara.  \nDEVON M. CHRISTMAN is a graduate student in the Gevirtz Graduate School of Education at UC Santa Barbara.  \nMALLORY M. RICE, PhD, is a postdoctoral researcher in biology at San Francisco State University.  \nFATIMA SOTO-APOLINAR is a recent graduate of UC Santa Barbara.  \nSARAH HIRSCH, PhD, is a continuing lecturer in writing studies at UC Santa Barbara.  \nDIANA J. ARYA, PhD, is an associate professor in education at UC Santa Barbara.  \ntion. Our study sheds light on undergraduates’ reasons for devoting time and energy to university-community STEM programs. Our findings may help other university-community programs grow in their support of undergraduate facilitators.  \nStudy Rationale  \nUniversity-community partnerships leverage the resources of various stakeholders—including research faculty, graduate and undergraduate students, and community leaders—to strengthen the K–12 STEM  \nsuch leadership and organizational skills (Dostis, 2013) . Research suggests that undergraduate mentoring experience is a predictor for strong work skills. For example, Good et al. (2000) found that undergraduate mentors who tutored youth had strong critical thinking and problem-solving abilities, as well as heightened communication and leadership skills. However, these studies have not focused on the perspectives of the undergraduates themselves, who have been largely overlooked in research on youth programs.  \npipeline through the interactions of research, policy, Program Context and  \nand community practices (Denner et al. , 1999) . As af- Undergraduate Facilitator Roles terschool programs have moved to the forefront of ef- The STEMinist Program began in 2016 through a partforts by national educational policymakers to increase nership between a Southern California university and the cultural and linguistic diversity of college STEM two local Girls Inc. chapters. The program exposes majors (Granger & Kane, 2004), university-commu- girls and nonbinary youth (ages 9–11) and teens (ages nity partnerships have arisen to develop afterschool 12–18) to women and nonbinary scientists through programs (Hudson & Hudson, 2008) . Reported mo- STEM activities in the hope of increasing participants’tivations for engaging school-age interest and confidence in pur  \nyouth in afterschool programs suing STEM studies and careers.  \ninclude reducing societal discord Although research has shown The program follows a designi(Nngewpmanersonet alal w.e, ll2-000bein)g, promandosto-- that the interactions between ba&seSdqruiersee, arch f2004r)a: mPewrogorrkam(Bcaorabmcial skills (Durlak & Weissberg, undergraduate facilitators ponents are subje","cbCaiqYoLEdJdTfx","https://ap.wps.com/l/cbCaiqYoLEdJdTfx","pdf",201039,"English","# Study Rationale\n# Program Context and Undergraduate Facilitator Roles\n## STEMinist Program Overview\n## Facilitator Roles in Youth Sessions","[{\"question\":\"Why does the study focus on undergraduates who facilitate afterschool STEM programs?\",\"answer\":\"Many university-community programs rely on undergraduates as facilitators, but prior education research has emphasized youth participants more than the undergraduates who support them.\"},{\"question\":\"What is the STEMinist Program and who does it serve?\",\"answer\":\"The STEMinist Program began in 2016 through a partnership between a Southern California university and two local Girls Inc. chapters, exposing girls and nonbinary youth (ages 9–11) and teens (ages 12–18) to women and nonbinary scientists through STEM activities.\"},{\"question\":\"How long and how are undergraduates involved in the program?\",\"answer\":\"The design required undergraduate facilitators to work with their participant groups for one hour each Wednesday for 20 weeks.\"}]","Undergraduate Motivations for Participating in Afterschool Programs - A Case Study of The STEMinist Program | PDF",1792070992,25]