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STEM Equity Pipeline

STEM Equity Pipeline. Iowa Community Colleges: Expanding Options for Women and Girls in STEM June 3, 2009 Courtney Reed Jenkins National Alliance for Partnerships in Equity Education Foundation 608/886-0728 creedjenkins@napequity.org. Data analysis.

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STEM Equity Pipeline

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  1. STEM Equity Pipeline Iowa Community Colleges: Expanding Options for Women and Girls in STEM June 3, 2009 Courtney Reed Jenkins National Alliance for Partnerships in Equity Education Foundation 608/886-0728 creedjenkins@napequity.org

  2. Data analysis • Iowa requires comprehensive career planning, beginning in eighth grade. • Iowa requires students to take three years of HS science and three years of HS math (many require four) to graduate (2011). • Student choice for elective courses is less, due to fewer periods per day and increase in core requirements.

  3. Data analysis • In some feeder HS programs, we serve low numbers of female students. For example, during this school year: • 2/27 students in PLTW • 0/4 students in AD • 0/10 students in MD • 0/4 students in BD • 0/14 students in Exploring Tech • … which means very few females are being prepared to enter into our CC programs…

  4. Data analysis • We serve very few female students in our classes. For example, this year: • 11/70 students in Electronics Tech • 2 out of 26 students in DC • We do not retain 100% of female students in our classes. However, … • … the number of female students entering the programs are so small that it is hard to analyze the drop-out rate, and … • … we do not retain 100% of male students, either.

  5. Data analysis • We can, and do, financially support female students in our programs. • This year, we awarded 5/50 scholarships to female students. • Next year, we are offering 4/52 scholarships to women. • Except for financial assistance, we do not provide other formal support to the female students in our nontrad programs.

  6. Root causes • Participation/recruitment • Career awareness/early exposure • Role models and mentors • Access to and participation in math, science, and technology • Completion/retention • Student isolation based on gender • Classroom climate

  7. Identify potential strategies(Tables 18 and 21) • Recruitment/participation • Invite, involve, and education parents • Conduct middle school programs • Provide role models and mentors • Conduct targeted recruitment activities • Conduct pre-technical training program • Completion/retention • Evaluate all school materials for gender bias and positive nontraditional images • Conduct nontraditional student support groups and peer counseling

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