Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging
dc.contributor.author | Zhao, M | |
dc.contributor.author | Mathews, CJ | |
dc.contributor.author | Mulvey, KL | |
dc.contributor.author | Hartstone-Rose, A | |
dc.contributor.author | McGuire, L | |
dc.contributor.author | Hoffman, AJ | |
dc.contributor.author | Winterbottom, M | |
dc.contributor.author | Joy, A | |
dc.contributor.author | Law, F | |
dc.contributor.author | Balkwill, F | |
dc.contributor.author | Burns, KP | |
dc.contributor.author | Butler, L | |
dc.contributor.author | Drews, M | |
dc.contributor.author | Fields, G | |
dc.contributor.author | Smith, H | |
dc.contributor.author | Rutland, A | |
dc.date.accessioned | 2022-12-12T11:55:56Z | |
dc.date.issued | 2022-11-07 | |
dc.date.updated | 2022-12-12T10:57:24Z | |
dc.description.abstract | Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age = 15.27, SD age = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. | en_GB |
dc.description.sponsorship | National Science Foundation (NSF) | en_GB |
dc.description.sponsorship | Wellcome Trust | en_GB |
dc.description.sponsorship | Economic and Social Research Council (ESRC) | en_GB |
dc.format.extent | 1-13 | |
dc.format.medium | Print-Electronic | |
dc.identifier.citation | Published online 7 November 2022 | en_GB |
dc.identifier.doi | https://doi.org/10.1007/s10964-022-01694-2 | |
dc.identifier.grantnumber | DRL-1831593 | en_GB |
dc.identifier.grantnumber | 206259/Z/17/Z | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/132004 | |
dc.identifier | ORCID: 0000-0001-8078-6514 (Zhao, Mengya) | |
dc.identifier | ORCID: 0000-0002-6094-8819 (McGuire, Luke) | |
dc.identifier | ORCID: 0000-0002-0997-7649 (Law, Fidelia) | |
dc.identifier | ScopusID: 57218271714 (Law, Fidelia) | |
dc.language.iso | en | en_GB |
dc.publisher | Springer | en_GB |
dc.relation.url | https://www.ncbi.nlm.nih.gov/pubmed/36344878 | en_GB |
dc.rights | © Crown 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ | en_GB |
dc.subject | Belonging | en_GB |
dc.subject | Career development | en_GB |
dc.subject | Inclusion | en_GB |
dc.subject | Inclusivity | en_GB |
dc.subject | Informal science | en_GB |
dc.subject | Social identity | en_GB |
dc.title | Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2022-12-12T11:55:56Z | |
dc.identifier.issn | 0047-2891 | |
exeter.place-of-publication | United States | |
dc.description | This is the final version. Available on open access from Springer via the DOI in this record | en_GB |
dc.identifier.eissn | 1573-6601 | |
dc.identifier.journal | Journal of Youth and Adolescence | en_GB |
dc.relation.ispartof | J Youth Adolesc | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2022-10-17 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2022-11-07 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2022-12-12T11:53:46Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2022-12-12T11:56:00Z | |
refterms.panel | A | en_GB |
refterms.dateFirstOnline | 2022-11-07 |
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Except where otherwise noted, this item's licence is described as © Crown 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/