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Not yet recruiting NCT07447661

STEM As I Am Phase I

No phase Interventional Academic Support for Black Middle School Student Success in STEM

For patients and families

In plain language

An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.

What is being studied
The protocol lists: Technology-based educational intervention.
Who it may be relevant to
Registry conditions: Academic Support for Black Middle School Student Success in STEM. Basic parameters: from 10 years · All.
What needs checking
Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
Where it takes place
Center list to be confirmed — check the primary protocol.
Next step
Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →

Unsure about the terms? Read our patient guide →

Official title

STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM

Overview

Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.

Detailed description

The feasibility test will consist of a 6-week intervention to assess the program's relevance, acceptability, cultural appropriateness, and potential for efficacy. The study will use a within-subjects pre-post design with 50 parent-student dyads to detect changes in student word knowledge, academic enabling behaviors, mindset, academic self-efficacy, and interest in STEM. Measures will also detect changes in parent word knowledge, use of AV words in the home, and self-efficacy with regard to AV use and academic support behaviors. Additionally, a post-test evaluation of consumer satisfaction, technology acceptability, and recommendations for modifications to the program will be administered to both students and their parents/guardians. Usage reports will be collected from the technology's backend system to measure frequency and duration of student and parent engagement with the technology components as well as numbers of correct/incorrect responses.

Interventions

  • Other Technology-based educational intervention
    Mobile app to deliver culturally responsive role modeling and evidence-based instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.

Primary outcome measures

  • Student Academic Vocabulary Word Meaning (SAVM) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Word Meaning (PAVM) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Academic Vocabulary Word Usage (SAVWU) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Word Usage (PAVWU) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Fixed Mindset (SFM) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Academic Behaviors (SAB) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
Secondary outcome measures (11)
  • Student Academic Vocabulary Usage Behaviors (SAVUB) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Usage Behaviors (SAVUB) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Confidence in using AV words (SCAV) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Confidence in using AV words (PCAV) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Interest in choosing STEM careers (STEM) [Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Technology Acceptance (STA) - Acceptability of Intervention (AIM) [Time frame: 6-weeks after baseline (Post treatment)]
  • Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM) [Time frame: 6-weeks after baseline (Post treatment)]
  • Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM) [Time frame: 6-weeks after baseline (post treatment)]
  • Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM) [Time frame: 6-weeks after baseline (post treatment)]
  • Student Satisfaction with STEM-AIM Program [Time frame: 6-weeks after baseline (post treatment)]
  • Parent Satisfaction with STEM-AIM Program [Time frame: 6-weeks after baseline (post treatment)]

Eligibility criteria

  • being the parent/guardian of a middle school student who identifies as Black/African American
  • having a smartphone or tablet

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation
N/A
Model
Single group
Masking
Open label
Primary purpose
Other

Study locations

Center list to be confirmed — check the primary protocol.

Publications

  • Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273. PMID 11280478
  • Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J, Greene D, Walton GM, Dweck CS. Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. J Educ Psychol. 2016 Apr;108(3):374-391. doi: 10.1037/edu0000098. PMID 27524832
  • McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication. Journal of Reading Behavior, 15(1), 3-18. https://doi.org/10.1080/10862968309547474 (Original work published 1983)
  • Beck I. L., Mccaslin E. S., Mckeown M. G. The rationale and design of a program to teach vocabulary to fourth-grade students (LRDC Publication 1980/25). Pittsburgh: University of Pittsburgh, Learning Research and Development Center, 1980. Google Scholar Beck I. L., Omanson R. C., Mckeown M. G. An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 1982,
  • Snipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
  • Weiner BJ, Lewis CC, Stanick C, Powell BJ, Dorsey CN, Clary AS, Boynton MH, Halko H. Psychometric assessment of three newly developed implementation outcome measures. Implement Sci. 2017 Aug 29;12(1):108. doi: 10.1186/s13012-017-0635-3. PMID 28851459
  • Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, Griffey R, Hensley M. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health. 2011 Mar;38(2):65-76. doi: 10.1007/s10488-010-0319-7. PMID 20957426
  • Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84.

Identifiers

NCT: NCT07447661 · MD020230 · 1R43MD020230-01

Primary sources (government registries)

View this study on ClinicalTrials.gov ↗