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Linking In and Out-of-School Experiences for Historically Underrepresented STEM Students

This article explores why linking in and out-of-school experiences is crucial for success in K-12 STEM education, particularly for students historically underrepresented in STEM fields. It discusses the achievement gap, the importance of literacy, and the obstacles and opportunities faced by these students. The article also highlights the work of organizations like Project Exploration in providing personalized science experiences for minority youth and girls.

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Linking In and Out-of-School Experiences for Historically Underrepresented STEM Students

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  1. WHY LINKING IN- AND OUT-OF-SCHOOL EXPERIENCES MATTERS FOR STUDENTS HISTORICALLY UNDERREPRESENTED IN STEM Successful K-12 STEM EducationNational Science FoundationApril 10, 2012 Chicago, ILDiane Miller, St. Louis Science CenterGabrielle Lyon, PhD, Project ExplorationRafael Rosa, Peggy Notebaert Nature Museum 1 4/10/12

  2. STEM in the Service of Students Successful K-12 STEM Education National Science Foundation Gabrielle Lyon, Project Exploration Chicago April 10, 2012

  3. Who Will Do Science? Peggy Notebaert Nature Museum Project Exploration YES at St. Louis Science Center

  4. Science is Peculiar When we talk about “underrepresented populations in science” or “minorities in science” we need to take into account… Achievement gap: We should be looking at socioeconomic status in addition to race and ethnicity. Literacy: If you can’t read well you won’t get to do science.

  5. 1959 National Engagement Strategies Resources, programs focused on academic top 10% Government funding is “soft” money; primarily ends up at universities and research-based institutions High-caliber informal experiences target academically elite students and families who can pay for them.

  6. Obstacles* Students from underrepresented minority groups face specific obstacles to continuing in STEM at different points: Fail to enter higher education because K-12 training is weak; Tuition costs are a significant barrier to higher education; Lack of laboratory research experiences keep students from being competitive for graduate school.

  7. Opportunities* Three most effective strategies for students from populations historically underrepresented in science: • overnight and residential or summer programs • one-on-one opportunities • hands on lab experiences • Key element across all successful programs: commitment and effectiveness of program staff. * Investigating the Human Potential, AAAS 1983.

  8. 8 3/16/12

  9. Project Exploration is a nonprofit science education organization whose mission is to ensure that communities traditionally overlooked by science — particularly minority youth and girls — have access to personalized experiences with science and scientists. Who We Are

  10. 6th-12th grade Chicago Public School students least likely to have the chance to be involved with science. Students who struggle academically and students attending chronically under-resourced Chicago Public Schools with graduation rates just above 50%, well below the national average. Nearly 85% of Project Exploration students come from low-income families. 54% are African American and 41% are Latino; 78% are female. Who We Serve

  11. Our Goals: • Get students interested in science • Keep students interested in science • Equip students to pursue science, should they choose Through: • Long-term relationships • Access to experts • Interest-driven content co-created by students • Personalized learning supported by caring adults

  12. Sisters4Science

  13. All Girls Expedition

  14. Lab Internships

  15. Our Impact to Date* Project Exploration’s 10-year retrospective study of the 1,000 students who have participated in our programs found: • Engagement in communities of practice • Increased science capacity • Strengthened socio-emotional mindsets *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation, 2010.

  16. Our Impact to Date* • 95% of our students 18 years and older have graduated or are on track to graduate high school. • 50% of these students are enrolled in a four-year college or have already graduated. • 60% of students pursuing higher education majored or are majoring in STEM-related fields. Furthermore, • 30% have jobs in a STEM-related career. • 60% would like to pursue higher education. *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation, 2010.

  17. Metrics that Matter to Students* Someone knows their name The program “never ends” It feels like “family” They learn how to write They’re in the news … Not just about science *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation, 2010.

  18. Hope Jernigan: Recommendations to Scientists 18 • Learn about your audience. • 2. Share something about yourself. • 3. Interact in ways that build student confidence. • 4. Provide an authentic, hands-on activity.

  19. Our Youth-Science Model

  20. Connecting Back to Academic Lives… • Dear Principal Dust, • Your students, Miguel and Hector,were immersed in a world of scientific discovery and leadership development this past summer through Project Exploration’s Junior Paleontologist (JP) program. • Each year, Project Exploration selects twelve high school students…This year, students worked with scientists during the classroom training, representing a variety of scientific fields such as geology, paleontology, and comparative anatomy. At the end of this rigorous training, the students presented projects to their families, teachers, and community members. • In South Dakota, Miguel and Hector… worked with ten scientists over the course of five days searching for mammoth bones, preparing fossils, and exploring the Black Hills. Throughout the experience, students developed leadership and communication skills as they worked together in a new and challenging environment.

  21. The questions that matter at Project Exploration: • What’s worth knowing and experiencing in STEM? • What are youth looking for in STEM experiences? • What activities will best serve students’ needs? • How can we build positive youth development assets through STEM?

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