Abstract
The study offered a 5-week summer immersion program to address the shortage of students from underrepresented populations enrolling in degree programs and seeking careers in science, technology, engineering, and mathematics (STEM). The study also addressed the importance of offering summer immersion programs to close the achievement gap. A quantitative descriptive design was used to gather data from participants related to STEM lessons during the program. Gender, grade level, and race served as the demographic variables. The study included 21 secondary students in grades 9–12. Pre- and post-tests assessed participants' knowledge gain regarding STEM lessons. Data analyzed with SPSS version 29 revealed that participants' knowledge increased across all STEM lesson topics. Results indicate that exposure to a summer immersion STEM program increased participants' desire to pursue a degree and career in STEM.
Recommended Citation
Cobb, Robert Jr; Faulkner, Paula E.; Modlin, Deiadra; Chiekezi, Obinna; Cobbold, Victoria; and Beaudoin, Madison
(2026)
"eLevating the Underrepresented and Marginalized using Experiences in STEM (LUMENS): A STEM Diversity and Inclusion Initiative,"
Journal of Research Initiatives: Vol. 9:
Iss.
2, Article 10.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss2/10
Included in
Disability and Equity in Education Commons, Engineering Education Commons, Mechanical Engineering Commons, Online and Distance Education Commons, Science and Technology Studies Commons, Secondary Education Commons