STEM As I Am Phase I (STEM AIM)

March 27, 2026 updated by: Oregon Research Behavioral Intervention Strategies, Inc.

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

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.

Study Overview

Status

Status

Indicates the current recruitment status or the expanded access status.
Not yet recruiting

Conditions

Conditions

The disease, disorder, syndrome, illness, or injury that is being studied. On ClinicalTrials.gov, conditions may also include other health-related issues, such as lifespan, quality of life, and health risks.

Intervention / Treatment

Intervention / Treatment

A process or action that is the focus of a clinical study. Interventions include drugs, medical devices, procedures, vaccines, and other products that are either investigational or already available. Interventions can also include noninvasive approaches, such as education or modifying diet and exercise.

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.

Study Type

Study Type

Describes the nature of a clinical study. Study types include interventional studies (also called clinical trials), observational studies (including patient registries), and expanded access.
Interventional

Enrollment (Estimated)

Enrollment

The number of participants in a clinical study. The "anticipated" enrollment is the target number of participants that the researchers need for the study.
138

Phase

Phase

The stage of a clinical trial studying a drug or biological product, based on definitions developed by the U.S. Food and Drug Administration (FDA). The phase is based on the study's objective, the number of participants, and other characteristics. There are five phases: Early Phase 1 (formerly listed as Phase 0), Phase 1, Phase 2, Phase 3, and Phase 4. Not Applicable is used to describe trials without FDA-defined phases, including trials of devices or behavioral interventions.
  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Contact

The name and contact information for the person who can answer enrollment questions for a clinical study. Each location where the study is being conducted may also have a specific contact, who may be better able to answer those questions.

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Eligibility Criteria

The key requirements that people who want to participate in a clinical study must meet or the characteristics they must have. Eligibility criteria consist of both inclusion criteria (which are required for a person to participate in the study) and exclusion criteria (which prevent a person from participating). Types of eligibility criteria include whether a study accepts healthy volunteers, has age or age group requirements, or is limited by sex.

Ages Eligible for Study

  • Child
  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

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

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: N/A
  • Interventional Model: Single Group Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm

Participant Group / Arm

A group or subgroup of participants in a clinical trial that receives a specific intervention/treatment, or no intervention, according to the trial's protocol.
Intervention / Treatment

Intervention / Treatment

A process or action that is the focus of a clinical study. Interventions include drugs, medical devices, procedures, vaccines, and other products that are either investigational or already available. Interventions can also include noninvasive approaches, such as education or modifying diet and exercise.
Experimental: STEM-AIM
The STEM-AIM app will provide students and their families with a media-enhanced learning experience. Videos will feature Black STEM heroes who describe their paths to STEM and the growth mindset skills that helped them overcome barriers and challenges. STEM heroes and near-peer vignettes introduce a set of academic vocabulary words that underlie STEM achievement. Users then practice drag and drop definition, spelling, and usage games.
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.

What is the study measuring?

Primary Outcome Measures

Primary Outcome Measures

In a clinical study's protocol, the planned outcome measure that is the most important for evaluating the effect of an intervention/treatment. Most clinical studies have one primary outcome measure, but some have more than one.
Outcome Measure
Measure Description
Time Frame
Student Academic Vocabulary Word Meaning (SAVM)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Word Meaning (PAVM)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Vocabulary Word Usage (SAVWU)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Word Usage (PAVWU)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Fixed Mindset (SFM)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Behaviors (SAB)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes & Tran, 2016).
Baseline (pre-treatment) and 6 weeks (post-treatment)

Secondary Outcome Measures

Secondary Outcome Measures

In a clinical study's protocol, a planned outcome measure that is not as important as the primary outcome measure for evaluating the effect of an intervention but is still of interest. Most clinical studies have more than one secondary outcome measure.
Outcome Measure
Measure Description
Time Frame
Student Academic Vocabulary Usage Behaviors (SAVUB)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVUB will measure change in student use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Usage Behaviors (SAVUB)
Time Frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVUB will measure change in parent use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.
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)
SCAV will measure student confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
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)
PCAV will measure parent confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed (alpha = .95) and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
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)
STEM will measure students' interest in STEM careers (4 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) and the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items used a 5-point response option (1 = not at all interested, 5 = extremely interested) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater interest in using SAV words.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Technology Acceptance (STA) - Acceptability of Intervention (AIM)
Time Frame: 6-weeks after baseline (Post treatment)
Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.
6-weeks after baseline (Post treatment)
Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM)
Time Frame: 6-weeks after baseline (Post treatment)
Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.
6-weeks after baseline (Post treatment)
Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM)
Time Frame: 6-weeks after baseline (post treatment)
Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.
6-weeks after baseline (post treatment)
Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM)
Time Frame: 6-weeks after baseline (post treatment)
Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.
6-weeks after baseline (post treatment)
Student Satisfaction with STEM-AIM Program
Time Frame: 6-weeks after baseline (post treatment)
Student satisfaction with the STEM-AIM program will be measured with 15 items that ask students to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.
6-weeks after baseline (post treatment)
Parent Satisfaction with STEM-AIM Program
Time Frame: 6-weeks after baseline (post treatment)
Parent satisfaction with the STEM-AIM program will be measured with 15 items that ask parents to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.
6-weeks after baseline (post treatment)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Sponsor

The organization or person who initiates the study and who has authority and control over the study.
Oregon Research Behavioral Intervention Strategies, Inc.

Collaborators

Collaborators

An organization other than the sponsor that provides support for a clinical study. This support may include activities related to funding, design, implementation, data analysis, or reporting.
National Institute on Minority Health and Health Disparities (NIMHD)

Investigators

Investigators

A researcher involved in a clinical study. Related terms include site principal investigator, site sub-investigator, study chair, study director, and study principal investigator.
  • Principal Investigator: David R Smith, PhD, Oregon Research Behavioral Intervention Strategies, Inc.

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

  • Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72, 187-206. http://dx.doi.org/10.1111/1467-8624.00273
  • 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
  • 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, 17, 462-481.
  • Snipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
  • Weiner, B. J., Lewis, C. C., Stanick, C., Powell, B. J., Dorsey, C. N., Clary, A. S., . . . Halko, H. (2017). Psychometric assessment of three newly developed implementation outcome measures. Implementation science, 12(1), 108. doi:10.1186/s13012-017-0635-3
  • Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., . . . Hensley, M. (2011). Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65-76.
  • 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.
  • Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5(2), 160-188. https://doi.org/10.1080/19345747.2012.660240

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Estimated)

Study Start

The actual date on which the first participant was enrolled in a clinical study. The "anticipated" study start date is the date that the researchers think will be the study start date.
August 1, 2026

Primary Completion (Estimated)

Primary Completion

The date on which the last participant in a clinical study was examined or received an intervention to collect final data for the primary outcome measure. Whether the clinical study ended according to the protocol or was terminated does not affect this date. For clinical studies with more than one primary outcome measure with different completion dates, this term refers to the date on which data collection is completed for all the primary outcome measures. The "anticipated" primary completion date is the date that the researchers think will be the primary completion date for the study.
January 31, 2027

Study Completion (Estimated)

Study Completion

The date on which the last participant in a clinical study was examined or received an intervention/treatment to collect final data for the primary outcome measures, secondary outcome measures, and adverse events (that is, the last participant's last visit). The "anticipated" study completion date is the date that the researchers think will be the study completion date.
March 31, 2027

Study Registration Dates

First Submitted

First Submitted

The date on which the study sponsor or investigator first submitted a study record to ClinicalTrials.gov. There is typically a delay of a few days between the first submitted date and the record's availability on ClinicalTrials.gov (the first posted date).
February 16, 2026

First Submitted That Met QC Criteria

First Submitted That Met QC Criteria

The date on which the study sponsor or investigator first submits a study record that is consistent with National Library of Medicine (NLM) quality control (QC) review criteria. The sponsor or investigator may need to revise and submit a study record one or more times before NLM's QC review criteria are met. It is the responsibility of the sponsor or investigator to ensure that the study record is consistent with the NLM QC review criteria.
February 26, 2026

First Posted (Actual)

First Posted

The date on which the study record was first available on ClinicalTrials.gov after National Library of Medicine (NLM) quality control (QC) review has concluded. There is typically a delay of a few days between the date the study sponsor or investigator submitted the study record and the first posted date.
March 3, 2026

Study Record Updates

Last Update Posted (Actual)

Last Update Posted

The most recent date on which changes to a study record were made available on ClinicalTrials.gov. There may be a delay between when the changes were submitted to ClinicalTrials.gov by the study's sponsor or investigator (the last update submitted date) and the last update posted date.
March 31, 2026

Last Update Submitted That Met QC Criteria

Last Update Submitted That Met QC Criteria

The most recent date on which the study sponsor or investigator submitted changes to a study record that are consistent with National Library of Medicine (NLM) quality control (QC) review criteria. It is the responsibility of the sponsor or investigator to ensure that the study record is consistent with the NLM QC review criteria.
March 27, 2026

Last Verified

Last Verified

The most recent date on which the study sponsor or investigator confirmed the information about a clinical study on ClinicalTrials.gov as accurate and current. If a study with a recruitment status of recruiting; not yet recruiting; or active, not recruiting has not been confirmed within the past 2 years, the study's recruitment status is shown as unknown.
March 1, 2026

More Information

Terms related to this study

Other Study ID Numbers

Other Study ID Numbers

Identifiers or ID numbers other than the NCT number that are assigned to a clinical study by the study's sponsor, funders, or others. These numbers may include unique identifiers from other trial registries and National Institutes of Health grant numbers.
  • MD020230
  • 1R43MD020230-01 (U.S. NIH Grant/Contract)

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

UNDECIDED

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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