Diversifying Underrepresented Minority Youths' Math Learning Experiences and Educational Pathways to Address Anthropocene Issues

• In Event: On the Ground Responses to the Anthropocene Context: Civic and STEM Engagement as Global Citizenship

Abstract

STEM has the ability to transform our society by presenting us with better knowledge when it comes to addressing Anthropocene issues (Hauk & Pickett, 2017). Unfortunately, many individuals, particularly underrepresented minority (URM) youth, disengage and leave all STEM domains due to lack of motivation (Andersen & Ward, 2014). Many URM youth also lack the knowledge and resources to navigate institutional structures of education needed to be successful in STEM (Oakes et al., 2003). This poster will discuss ways in which afterschool programs (ASP) can promote STEM and college education by highlighting Math CEO (Community Educational Outreach), an ASP for URM youth in Orange County, CA. Specifically, our research examines the efficacy of Math CEO activities for URM students’ math motivational beliefs and college-going dispositions as a critical way of addressing Anthropocene issues.

Individuals who are likely to pursue STEM are those who are motivated because they believe they are good at it (self-concept) and believe it is valuable (Eccles, 2009). Most efforts for promoting STEM among URM youth focus on what happens during the school day. Unfortunately, many URM students attend underperforming and underserved schools and do not feel supported there (Darling-Hammond, 2018). ASPs thus represent an opportunity to diversify the ways that URM students experience STEM learning and educational pathways. Importantly, when STEM ASP activities are situated within youth’s specific environments and tailored to real-world issues, the possibilities for equitable STEM learning opportunities are not only expanded but have the potential to build a populace with the knowledge and tools necessary to address pressing Anthropocene issues (Brown et al., 1989; Hauk & Pickett, 2017).

Math CEO was designed by University of California, Irvine faculty to engage Latinx students in enriching math activities with the assistance of college student mentors. A year-long mixed methods study was conducted to evaluate the program which included pre and post surveys and interviews with students.

The study included 150 middle school students (53% female). Almost all the students are Latinx (98%) and come from first-generation college (90%) and low-income families (84%). A subsample of 28 students were interviewed.

Paired t-tests indicate significant increases in students’ perceived math self-concept and knowledge and familiarity of college settings. In interviews, students described engaging in collaborative, fun, challenging, and real-world math activities which helped to promote their critical thinking skills and understanding of culture and the world around them. Sample activities include calculating the world population by different demographics, diets and literacy characteristics and using math to build model bridges based on specific environmental contexts.

Math proficiency is the foundation of youth STEM pursuits (Watt et al., 2017). As we approach an increasingly uncertain ecological era, such proficiency is essential in developing youth who approach problem solving with creativity, enthusiasm and persistence. Through our practice and research, we seek to promote effective ASP learning strategies that strengthen youth’s math motivations, expand their educational pathways, and help them connect math to scientific understanding of Anthropocene issues and its effects on everyday life, now and into the future.

Authors

• Mark Vincent B Yu, University of California, Irvine

• Alessandra Pantano, University of California - Irvine

• Sandra D. Simpkins, University of California - Irvine

• Kayla Puente, University of California - Irvine