In addition to outcome differences across gender, we analyzed outcome differences by race/ethnicity, specifically between students of color and White, Caucasian students. Across these two race/ethnicity categories, there were significant differences on 2 of the 10 scales ( p ’s< 0.05): STEM identity and critical thinking ( Figure 4 ). On both STEM identity and critical thinking scales, White, Caucasian (non-Hispanic) students reported greater increases than students of color. Figure 4. Significant Differences in CIS-S Outcomes by Race/Ethnicity (n = 880), Northeast Florida Regional STEM2 Hub, 2022-2023
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STEM Identity*
0.21
0.15
Critical Thinking*
0.25
0.00
0.25
0.50
Students of Color (n = 545) White, Caucasian (non-Hispanic) (n = 335)
Student Outcomes by Grade Across grade groups (4 th -6 th , 7 th -8 th , 9 th -12 th ), there were significant differences on 7 of the 10 scales ( p ’s < 0.05). There scales were STEM activities, STEM career interest, STEM career knowledge, STEM engagement, STEM enjoyment, STEM identity, and perseverance. Analyses were also conducted to examine differences between 6 th grade students and students in other grades to better understand the impact of STEM dosage on CIS-S outcomes. Between 6 th grade students and students in all other grades, there were significant differences on all 10 scales ( p ’s < 0.05) such that 6 th grade students reported greater increases from retro-pre to retro-post on all scales compared to students in other grades. Between 6 th grade students and 4 th -5 th grade students, there were significant differences on 5 of the 6 CIS-S scales ( p ’s < 0.05) ( Figure 5 ). These scales were STEM engagement, STEM identity, critical thinking, perseverance, and relationships with adults. Across all scales with significant differences, 6 th grade students reported greater increases than 4 th -5 th grade students. Between female students in 6 th grade and female students in 4 th -5 th grade, there were no significant differences on any of the 6 scales. Between male students in 6 th grade and male students in 4 th -5 th grade, there were significant difference on 4 of the 6 scales ( p ’s < 0.05). These scales were STEM identity, critical thinking, perseverance, and relationships with adults. Across all scales with significant differences, 6 th grade male students reported greater increases than 4 th -5 th grade male students.
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