STEM Exploration, Growth, and Belonging at BEAM’s Year-Round Programs
Each year, from September through June, hundreds of 8th–12th grade students spend their Saturdays attending BEAM programs in New York and Los Angeles. Whether they’re studying probability, coding LEGO robotics, attending a career panel, or preparing to apply for college, BEAM’s year-round programs equip students with the skills, confidence, and support network to thrive in STEM. Here’s a look back at what our students were up to over the last ten months!
Exploring Math with Saturday Classes
A student presents during the Programming in Python class in NYC.
Last school year, BEAM welcomed 365 8th–12th graders into our classrooms across New York and Los Angeles. During Saturday classes, 8th-grade students strengthened their understanding of mathematical foundations through classes such as Introduction to Probability and Programming with Python. They also received guidance on applying to and choosing great-fit high schools.
Meanwhile, BEAM high schoolers dove into more advanced mathematical concepts, taking classes like Induction and Recursion, Deep Math and Proofs, and House Always Wins (the probability of games). They spent time preparing to pursue STEM pathways by attending SAT and college admissions workshops, and by working with BEAM staff to identify and apply to STEM programs and internships. Our high schoolers also tried out advisory periods for the first time: 45-minute class blocks focused on STEM access, exploration, and community. To learn more about advisory periods, read our blog post here.
Saturdays weren’t spent only in the classroom! Throughout the year, students participated in a wide range of fun, educational field trips. Some of these excursions included: trying out free media resources at the public library’s Octavia Lab, learning about river restoration with the Bronx-based nonprofit Rocking the Boat, and exploring medical careers during a trip to the Memorial Sloan Kettering Cancer Center. 10th and 11th grade students also participated in BEAM-led college tours to the University of Pennsylvania, Bucknell University, Harvey Mudd College, and more!
To learn more about what our students were up to at our year-round programs, check out the photos at the conclusion of this article!
STEM Motivations and Belonging at BEAM
This spring, we surveyed our 8th–12th grade students to learn how participating in our year-round programs has shaped their attitudes towards STEM, problem solving, and their sense of belonging in STEM.
LA students get their hands dirty (literally) planting trees during a hike guided by the nonprofit TreePeople.
One common theme in students’ responses was persistence; they described continuing to work on problems even when they felt frustrated, refusing to give up, and retrying problems again and again. They also described regularly turning to peers and teachers at BEAM for support, which suggests that many students saw collaboration as an essential part of solving difficult problems and developing resilience. “My friends help me see things differently,” explained one student.
Students shared that they found STEM fun, interesting, and intellectually stimulating. In fact, many reported the belief that STEM engagement leads you to become smarter, more successful, and more knowledgeable –– a “better version” of themselves.
By far the strongest motivator for BEAM students studying STEM was their future aspirations. When asked what kept them engaged during class, one student responded, “talking to my friends about our goals for the future.” Some students expressed a strong interest in engineering and medicine as future careers and were motivated by the desire for financial success. But many framed STEM careers not simply as high-paying jobs, but as opportunities to help others and improve society.
Over and over, students highlighted the strong sense of belonging they found at BEAM. Students frequently mentioned supportive peer relationships, collaborative problem solving, patient teachers, and nonjudgmental, respectful classrooms as experiences that made them feel welcomed and capable. "Something that helps me stay engaged is the fact that I’m encouraged to think outside of the box," noted a student.
They also felt a sense of belonging in STEM when they solved difficult problems, completed challenging work, or received praise. According to one student:
A major experience that made me feel like I belong in STEM is BEAM. Collaborating with my peers and friends at BEAM while solving math problems has given me a place where I truly belong… Math has us strategizing, thinking critically, and approach[ing] problems from many different perspectives. Even when a challenge problem seemed very difficult at first, working together and discussing different ideas made solving it rewarding.
Looking Forward
We are now developing the next iteration of our 8th–11th grade programming, which will give our students the opportunity to choose academic majors, complete culminating capstone projects, and participate in a structured STEM exploration and access curriculum to prepare them for a STEM career.
As we continue to evolve our year-round programs, our goal is to help students deepen their understanding of STEM, confidently navigate STEM pathways, and build a strong sense of resilience in whatever they choose to pursue. We look forward to sharing updates on this next chapter with you!
