Table 5 Impact estimates for high school STEM activity and attitudes, by student subgroup
From: Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies
Outcome | All students | Under-represented minority students | Economically disadvantaged students | Female Students | ||||
|---|---|---|---|---|---|---|---|---|
3092 ISHS; 6627 comparison students | 2165 ISHS; 3377 comparison students | 2023 ISHS; 3929 comparison students | 1506 ISHS; 3491 comparison students | |||||
Estimate | SE | Estimate | SE | Estimate | SE | Estimate | SE | |
Extracurricular STEM | .28*** | .07 | .27*** | .07 | .35*** | .08 | .22* | .09 |
Informal STEM activities | .13*** | .03 | .12*** | .04 | .08* | .04 | .18*** | .04 |
Favorite course was STEM | .52*** | .10 | .50*** | .12 | .53*** | .11 | .47*** | .13 |
Science identity | .16*** | .04 | .18*** | .14 | .20*** | .04 | .19** | .05 |
Math identity | .11*** | .03 | .12*** | .03 | .13** | .04 | .12* | .05 |
Science self-efficacy | − .02 | .04 | − .02 | .04 | .01 | .05 | − .01 | .04 |
Math self-efficacy | .02 | .03 | .05 | .04 | .06 | .04 | − .02 | .05 |