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The World Smarts STEM Challenge: A promising approach to fostering STEM and global competence skills for adolescents in the US and Ghana

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  • Esther Kim
  • Martha Batul
  • Sarah Bever
  • Amaris Mohammed
  • Amanda Nepomunceno
  • Harrison Owusu
  • Adam Hartstone-Rose
  • Kelly Lynn Mulvey

Abstract

Given the increasingly global nature of work, the global workforce needs STEM (science, technology, engineering and math) workers who have both STEM content knowledge and intercultural competence. This study reports on findings from a 10-week bi-national virtual STEM challenge, the World Smarts STEM Challenge, that brought adolescents in the United States and Ghana together to complete a STEM learning program. There were 114 participants from Ghana (female = 56%) and 95 from the US (female = 48%); Mage = 16.21 years, SD = 1.65. In Ghana 100% of participants identified as ethnically Ghanaian and in the US participants identified as Black/African-American (50%), Latino/a/x or Hispanic (23.9%), Asian/Asian-American (7.6%), White/European-American (7.6%), bi-racial or multi-racial (7.6%), and “other” (3.3%). After the Challenge, participants increased in awareness of global issues, and engagement with others, but also showed a small but significant decrease in respect for people from other cultural backgrounds. Girls demonstrated an increase in global-mindedness in both countries and Ghanaian participants reported an increase in self-efficacy for global issues and demonstrated significant growth in both STEM ability self-concept and STEM activism orientation. Findings suggest the value of virtual STEM Challenges for building both STEM and global competence skills.

Suggested Citation

  • Esther Kim & Martha Batul & Sarah Bever & Amaris Mohammed & Amanda Nepomunceno & Harrison Owusu & Adam Hartstone-Rose & Kelly Lynn Mulvey, 2024. "The World Smarts STEM Challenge: A promising approach to fostering STEM and global competence skills for adolescents in the US and Ghana," PLOS ONE, Public Library of Science, vol. 19(12), pages 1-15, December.
    • Handle: RePEc:plo:pone00:0311116
    DOI: 10.1371/journal.pone.0311116
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    References listed on IDEAS

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    1. Francis Atuahene & Anthony Owusu-Ansah, 2013. "A Descriptive Assessment of Higher Education Access, Participation, Equity, and Disparity in Ghana," SAGE Open, , vol. 3(3), pages 21582440134, July.
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