AUTHOR=Zucker Tricia A. , Maldonado Gloria Yeomans , Assel Michael , McCallum Cheryl , Elias Cindy , Swint John M. , Lal Lincy TITLE=Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty JOURNAL=Frontiers in Psychology VOLUME=13 YEAR=2022 URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1015590 DOI=10.3389/fpsyg.2022.1015590 ISSN=1664-1078 ABSTRACT=

Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program for increasing parent involvement in STEM learning. This informal STEM, family engagement program was offered in 20 schools where 92% of students received free/reduced lunch. The core treatment included a series of family education workshops, text messages, and family museum passes. The workshops were delivered at school sites by museum outreach educators. We randomly assigned schools to business-as-usual control or one of three additive treatment groups. Using an additive treatment design, we provided the core program in Treatment A, we added take-home STEM materials in Treatment B, and added materials + parent monetary rewards in Treatment C. The primary outcome was parent involvement in STEM (n = 123). There were no significant impacts of any treatment on parent involvement; however, the groups that added take-home materials had larger effect sizes on parent involvement at posttest (ES = −0.08 to 0.18) and later, kindergarten follow-up (ES = −0.01 to 0.34). Adding parent monetary rewards only produced short-term improvements in parent involvement that faded at follow-up. We discuss implications for other community-sponsored family engagement programs focused on informal STEM learning, including considering characteristics of families who were more versus less likely to attend. These null findings suggest that alternatives to in-person family education workshops should be considered when parents are experiencing poverty and have competing demands on their time.