Using Psychologically Informed Community-Based Participatory Research to Create Culturally Relevant Informal STEM...

Area of Science:

• Community-based participatory research
• Informal Science Education
• STEM Education

Background:

• Systemic racism, high teacher/administrator turnover, and deindustrialization in Flint, Michigan, create significant barriers for youth in STEM.
• Existing literature on informal science experiences (ISEs) and community-based participatory research (CBPR) provides a foundation for understanding and addressing these challenges.

Purpose of the Study:

• To describe a partnership between university researchers and Flint community members aimed at addressing limitations in STEM opportunities for Flint youth.
• To co-create informal science experiences (ISEs) with community members, integrating psychological research principles.

Main Methods:

• A community-based participatory research (CBPR) approach was employed, treating community members as co-creators.
• Informal science experiences (ISEs) were developed and implemented outside of traditional classroom settings.
• Psychological research principles were integrated into research practices and design.

Main Results:

• The paper outlines the formation of the partnership and the approach to understanding minoritized youth's experiences in STEM in Flint.
• Key aspects discussed include successful elements of the collaboration, challenges encountered, and recommendations for future research.
• The study shares insights into the development of informal science experiences (ISEs) through a CBPR lens.

Conclusions:

• The partnership highlights the potential of CBPR in creating relevant and accessible informal science experiences (ISEs) for underrepresented youth.
• Addressing systemic barriers requires collaborative efforts between researchers and communities to foster equitable STEM engagement.
• Future research should build upon these findings to further support minoritized youth in STEM fields.