Fostering a STEM Community: Using ‘most significant change’ method to understand meaning and implications among stakeholders in action-research

Introduction 
Marginalised communities continue to encounter systemic barriers to participation in STEM, contributing to a global diversity gap, including in the UK. Child-centred STEM opportunities in informal settings can enhance access and engagement. STEM Communities is a 3-year participatory action-research project focused on 1) bringing together and facilitating a community of families to lead their own STEM enquiries, and 2) generating insights for inclusive practice and programming.  

Goals and Methods 
The Most Significant Change (MSC) method is a participatory, story-based evaluation qualitative method used to amplify lived experiences and surface emergent findings from complex projects. In the current study the embedded researcher is collecting stories of change from participants and practitioners, collaborating with stakeholders to select the most significant story, and documenting the values behind these choices. On completion of 4 rounds of MSC reflective thematic analysis will aid identification broader patterns of meaning to be identified across the stories.  

Results 
After two rounds, MSC has yielded rich insights into what participants and practitioners find meaningful about community-led learning. For practitioners, MSC has supported reflective practice, clarified values and priorities, and informed internal advocacy. For families meaning was found in spending quality time together away from screens, non-school learning, eating together, and building relationships and comfort within a museum setting. Findings have shaped participatory evaluation outcomes and informed programme design in the action-research cycles. The third round of MSC is underway, exploring the integration of new families within the existing STEM Community.  

Conclusions 
MSC is well suited for evaluating community programmes. Embedded within action-research, it enables iterative learning and adaption based on evolving definitions of success. Longitudinal participatory qualitative approaches offer valuable insights into the nuanced and relational dimensions of engagement, helping researchers and practitioners understand what is meaningful and how participation can be fostered and sustained.