Access to Educational Robotics is Linked to Socioeconomic Status: A Correlational Analysis
DOI:
https://doi.org/10.47611/jsrhs.v13i3.7426Keywords:
STEM Education, Educational Robotics, Socioeconomic Status, Educational Technology, RoboticsAbstract
The study investigates the relationship between a region's average socioeconomic status (SES) and the accessibility of educational robotics (ER) in that region. The study sampled 120 regions of varying SES across NJ to examine the presence of robotics education for high school students. Then, a correlational analysis was conducted, revealing a relationship between the SES of a region and the accessibility of ER. As SES increases, the accessibility of ER also increases among high schools. The study’s findings play a role in promoting a more equal STEM landscape, across both education and the workforce. ER is a tool that can be used to provide an integrated STEM education, and, therefore promote both STEM skills and interest. With lower SES regions not having access to ER, students from those backgrounds do not have the same opportunities to enhance their STEM skills and interests. These findings can be used by both policymakers and educational organizations in an effort to make the landscape of STEM education and ER more equal. As that happens, an increase in diversity of the STEM field can be expected.
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