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70.055 - Toward Social Justice Through Expansion of STEM Opportunities: The Influence of After-School and Summer Programs
Mon, April 20, 8:15 to 9:45am, Sheraton, Floor: Second Level, ArkansasSession Type: Symposium
Abstract
In this symposium, the results of five NSF ITEST program funded projects detail findings related to expanding opportunities for youth in STEM. Two papers examine learning opportunities among indigenous student populations, one paper examines the retention of STEM interests among urban students who participated in a summer camp, and two papers explore best practices for building STEM retention and interest in afterschool programs. The results of these studies are important for studying and promoting best practices to expand early opportunities for underrepresented minorities and women to engage in high-quality STEM programs. Such experiences encourage student interest in STEM, which is a predictor for majoring in STEM in college and eventually participating in a more diverse STEM workforce.
Sub Unit
Chair
Papers
The Middle School Science Readiness Program - Alana Newell, Baylor College of Medicine; Nancy P. Moreno, Baylor College of Medicine
Preparing Teachers to Engage Rural and Indigenous Students in Computational Thinking Through Game Design - Jacqueline Leonard, University of Wyoming; Monica B. Mitchell, MERAssociates; Toks S. Fashola, Johns Hopkins University; Tarcia LaSha Hubert, University of Houston
Back to the Earth: A Culturally Intertwined STEM Learning Experience - Anne L. Kern, University of Idaho; Melinda Howard, University of Idaho; Sameer Honwad, University of New Hampshire; Laura Anne Laumatia, Coeur d'Alene Tribe
Junior and High School Students' Perceptions of the Effects of Attending Science Camp: One-Year Follow-Up - Karen L. Yanowitz, Arkansas State University; Debbie L. Hahs-Vaughn, University of Central Florida; Tanja McKay, Arkansas State University; Carol Ann Ross, retired
Studio STEM: An Out-of-School Design-Based Science Learning Program for Rural Middle School Youth - Michael A. Evans, North Carolina State University; Christine G. Schnittka, University of Virginia; Brett D. Jones, Virginia Polytechnic Institute and State University; Carol B. Brandt, Temple University