Improving participation of underrepresented minorities in STEM through fluid mechanics research

Lack of diversity continues to persist in STEM fields, as Blacks, Hispanics, and women remain underrepresented. Participation in meaningful STEM activities as adolescents has been shown to be a predictor of STEM identity formation, which increases the likelihood of choosing STEM-related paths. This research reports on a partnership between the university fluid-dynamics lab and science teachers to engage middle and high-schoolers from underrepresented groups, whose geographical location provides access to concepts related to fluid mechanics and energy harvesting, which promotes thinking about future careers in the blue economy and renewable energy. The study included a visit to a fluid-dynamics lab where the interaction of structures with simulated currents within a water tunnel was used to generate electricity. The study describes two scaffolding methods used during the lab activities and analyzes the affordances and limitations of each method to cultivate engagement among middle and high-schoolers. The study contributes to the identification of instructional and conceptual scaffolds required to support youth in lab settings and how partnerships can be created to increase the broadening of participation in STEM among underrepresented youth.