We share how we are using survey data, collected at the initiation of the program, to generate information about youths' incoming interests. A key question we investigate in this work is: How can information about girls' interests be used by mentors as a support for engaging youth in a STEM program? We describe our process for gathering interest-related data, the use of exploratory data analysis and clustering methods, and the ways in which we are working with mentors to provide summaries and visual displays related youth interest that can be used in their day-to-day practice. For efforts aimed at broadening participation of youth in STEM fields by connecting to existing interests, this work has implications Top 10 Schools in Kumbakonam
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Karthi Vidhyalaya Senior (CBSE) School, The CBSE School in Kumbakonam is established under a registered charitable trust formed to help children learn education in a joyful manner.
Many efforts to broaden participation of underrep- presented youth in STEM fields involve the implementation of short-term, informal learning engagements to provide exposure
to STEM activity (e.g., one-day workshops, one-week camps, summer-long programs). To attract youth who may not have anexistinginterestinSTEM,onecommonapproachisto
situate the learning activities within other interest areas such as fashion, hip-hop, dance, or storytelling. While researchers, designers,andpractitionersareexploringthesestrategiesto
entice youth to enter such programs, little is known about how youths’ incoming interests and the interests areas embedded and promoted in the program activities interact. Further, there are also many questions about how adult educators who engage with
youth should recognize and leverage interests as they interact with youth, design instruction, and provide encouragement and feedback.
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