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The goal of Project STEMulate, a National Science Foundation ITEST study (DRL 1657625), was to develop, implement, and evaluate a program that fosters success in STEM for underserved and underrepresented high school students. The project was implemented at three sites of the Department of Education Upward Bound Program in Hawaiˋi. Project STEMulate delivered teacher training on Problem-Based Learning curriculum to ensure students were motivated and empowered, and to support STEM- related postsecondary educational success of Hawaiian and Pacific Islander students. A critical design goal of the program was to introduce teaching and learning strategies and processes that were more relevant to underrepresented youth populations than those offered in typical high schools to provide opportunities and to increase participation in the STEM study and career trajectory, something all too often out of mind and scope of these students. This study reports on three years of mixed methods summer academy data on both student and teacher learning outcomes. Teacher dispositions, evidenced through data from interviews, observations, and multi-point surveys improved in a majority of the dimensions, including teaching inquiry-based approaches, integrating technology, and STEM career knowledge and awareness. Student motivation, Science self-efficacy, and STEM career interest, evidenced from similar data sources, increased as well. Finally, we discuss the larger implications of extending this work to impact similar populations elsewhere of isolated, under- resourced and under-exposed youth with these proven strategies.
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Building Bridges in STEM Education: Minoritized Secondary School Student Computer Science Pathways and Experiences
The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study’s outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups.
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- Award ID(s):
- 1923581
- PAR ID:
- 10547026
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 14
- Issue:
- 8
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 831
- Subject(s) / Keyword(s):
- STEM education STEM pathways computer science historically marginalized underserved students middle school high school critical transitions mentorship STEM identity
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci14080831
