A Collective Impact Approach to Family Engagement in STEM

• In Event: Fly Me to the Moon: Family, School, and Community Partnerships Support STEM Learning

Abstract

Objective
Despite years of education reform, opportunity gaps between advantaged and disadvantaged communities continue to grow. In no area of education are these disparities more evident than in STEM. By 4th grade, many low-income students are already behind in reading and math and are less likely to be exposed to STEM in any meaningful way. The purpose of this presentation is to explore the evidence-base behind how a global STEM-education initiative with a mission to empower the world’s most underrepresented young people through engineering and technology to become innovators and leaders, also inspires families and students to become leaders in student learning.

Perspectives
Because STEM is a discipline that is learned early and practiced mainly outside of school, family engagement emerges as a high leverage point to increase STEM outcomes among all students, but especially those who are most at risk. However, asking parents to play a key role in STEM programs can be challenging. Parents might feel discomfort or have low confidence in their own STEM proficiency. And this work takes time. For family engagement in STEM to make a difference, all parts of the educational continuum must improve at the same time - no single organization can improve student achievement alone. This idea is called collective impact, and refers to the idea that the most powerful way to solve a specific social problem – like reducing gaps in STEM achievement between low and upper income students – is to bring together a group of important stakeholders to commit to a common agenda (Kania & Kramer, 2011). The model explored in this paper hinges on the idea of collective impact and involves building the capacity of a variety of stakeholders – engineers, teachers, and community members – to work with families during in-person workshops and through an online platform.

Methods and Data Sources
Qualitative and quantitative data will come from evaluations of this model including: (1) a 5-year longitudinal NSF study of a family-science program in Los Angeles and New York, and (2) a 3-year partnership with a major cooperation and public schools in Washington State.

Results:
Data show that:
• 90% of students who participated in the 5-year NSF study indicated that they understood science and engineering better, and
• 86% of students indicated that they were more interested in science class at school.

Parents and guardians also reported positive changes in their behavior, for example:
• 90% agreed that since participating in the program they would engage in more science related activities and,
• 94% reported that they would ask their children more questions about their science classes.

Significance
This presentation demonstrates the value of collective impact projects and also highlights how these initiatives can have a positive influence on children’s and families’ outcomes. Findings will also be explored in the context of the importance of considering professional development as a mechanism to support equitable access to change.

References:
Kania, J. & Kramer M. (2011). Collective impact. Stanford Social Innovation Review, 9(1), 36-41.

Authors

• Tara Chklovski

• Maggie Jaris