Working with children can be especially challenging due to limitations to time and access. Therefore, we knew that we would need to find age-appropriate research methods and be adaptable to students. Semi-structured observations with two classes at a Seattle-area public school helped us to better understand the dynamics of student-mentor relationships.
A focus group interview with 8 girls helped us to appreciate the perspectives and attitudes of girls towards STEM subjects, academic preferences, and their mentor relationships.
Surveys were conducted in-person or online at three Seattle-area public schools. The survey used short answers and Likert scales to assess the girls individual preferences, self-efficacy, and sense of belonging in academic and STEM-oriented environments.