Youth of Promise: Supporting Youth Who Have Been Pushed Out, In the Science Classroom

Abstract

Providing an equitable and critical science education to youth who have been “pushed out” of traditional schools is an issue of social justice. Lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been pushed out to re-engage in science. The purpose of this study was to understand what factors contribute to the academic achievement of students in their class-based science courses at Xinaxtli, an alternative education program for youth who have been “pushed out” in Southern California. This study utilized Structural Equation Modeling to analyze a conceptual model of academic achievement in the Xinaxtli science classes. The best predictors of student academic achievement came from the following factors: (a) relevance of science to students, (b) student sense of agency to create knowledge, (c) and critical science education. Findings from this study underscore that a paradigm shift must occur in STEM education for learning opportunities to become commonplace for all youth.