2025 ASEE Annual Conference & Exposition

This study explored the impact of a stipend on high school students’ participation in a two-week summer workforce development program focused on microelectronics. The two-week program was part of a Midwest economic development organization’s multi-tier plan to attract new companies to their region focused on the semiconductor and microelectronics industries. As part of this plan to attract this new industry, the regional economic development organization funded a two-week workforce development program for high school students to learn more about semiconductors and microelectronics and career pathway options associated with those industries. The research team drew upon Social Cognitive Career Theory (SCCT) for guiding the design of the two-week student experience. SCCT emphasizes the interplay between personal attributes, environmental factors, and behavior in shaping career choices and outcomes. Participating high school students received a stipend of $1,500 to participate in their two-week summer program. Our research question was, “What impact did the stipend have on students’ participation in this program?” This study utilized a qualitative research methodology. Student responses from an initial application to attend the program and student comments made during a final focus group reflection activity were analyzed to identify themes and evidence of the stipend's impact on their participation in the program. In addition, student responses to daily reflection prompts were analyzed to provide additional insight into how the activities and experiences impacted their self-efficacy beliefs and outcome expectations. Students described various reasons for participating in such a workforce development program and included the provision of a financial stipend as a significant consideration in such a decision. This study provides insight into how students weigh their options related to other income-generating summer jobs when considering investing their time in this type of workforce development program. This insight can guide organizations when designing their local stipend offerings for summer STEM programs for high school students. The paper concludes with a discussion of the significance of offering such stipends to high school students to reduce barriers of participation in informal STEM education opportunities, especially for students coming from economically disadvantaged circumstances.