Summary
This study examined the dynamics of the STEM interest and participation pathways of three youth in an under-resourced, urban community. These three cases offer insights into how youth with a strong interest in a STEM topic or activity perceived the resources that were available to them in a STEM learning ecosystem and highlight the affordances and constraints each faced in pursuit of their interests. They interviewed each youth 4–5 times during their middle school and high school years (ages 11–14). The analysis reinforces the unique nature of youth interest pathways, but also common factors that contributed to each of these pathways. The ability of youth to navigate the ecosystem depended on the availability and accessibility of both in- and out-of-school learning resources related to their interest, and the support they received from significant adults in their lives in terms of both social, cultural, and financial capital. This study offers important insights into how STEM learning ecosystems might best be structured to enable more youth to develop strong, enduring interests in STEM.

Relevance for Complex Systems Knowledge
This research paper aims to understand how youth develop interest and participate in STEM, as well as the factors that help them persist (or not) over time, including resources and opportunities, both in and out of school. The SUN afterschool program, administered by the Immigrant Refugee Community Organization, offered a variety of after-school STEM programs during the study period.

For the purposes of this paper, in which the researchers examine STEM interest and participation pathways in depth, they focused on youth who participated in at least three interviews during the project; 13 youth matched these criteria.

Point of Strength
Point of Strength

DOI
https://doi.org/10.1002/sce.21621

Keywords
case studies, learning ecology, learning ecosystem, STEM interest, STEM learning pathways, STEM participation